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Özyurt G, Öztürk Y, Turan S, Çıray RO, Tanıgör EK, Ermiş Ç, Tufan AE, Akay A. Are Communication Skills, Emotion Regulation and Theory of Mind Skills Impaired in Adolescents with Developmental Dyslexia? Dev Neuropsychol 2024; 49:99-110. [PMID: 38466040 DOI: 10.1080/87565641.2024.2325338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Accepted: 02/26/2024] [Indexed: 03/12/2024]
Abstract
This study investigates pragmatic language impairment, Theory of Mind (ToM), and emotion regulation in adolescents with Developmental Dyslexia(DD). The Social Responsiveness Scale-2(SRS) and Children's Communication Checklist-2(CCC-2) scores were found to be statistically significantly higher in the DD group than in healthy controls. DD group had lower performance in ToM skills and they have more difficulties in emotion regulation. We also found that CCC-2 and ToM scores were significantly correlated in adolescents with DD. These results may be important in understanding the difficulties experienced in social functioning and interpersonal relationships in adolescents with DD.
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Affiliation(s)
- Gonca Özyurt
- Department of Child and Adolescent Psychiatry, Katip Çelebi University Ataturk Training and Research Hospital, İzmir, Turkey
| | - Yusuf Öztürk
- Department of Child and Adolescent Psychiatry, Bolu Abant İzzet Baysal University, School of Medicine, Bolu, Turkey
| | - Serkan Turan
- Department of Child and Adolescent Psychiatry, Bursa Uludağ University, School of Medicine, Bursa, Turkey
| | - Remzi Oğulcan Çıray
- Department of Child and Adolescent Psychiatry, Dokuz Eylul University, School of Medicine, Izmir, Turkey
| | - Ezgi Karagöz Tanıgör
- Department of Child and Adolescent Psychiatry, Katip Çelebi University Ataturk Training and Research Hospital, İzmir, Turkey
| | - Çağatay Ermiş
- Department of Child and Adolescent Psychiatry, Dokuz Eylul University, School of Medicine, Izmir, Turkey
| | - Ali Evren Tufan
- Department of Child and Adolescent Psychiatry, Bolu Abant İzzet Baysal University, School of Medicine, Bolu, Turkey
| | - Aynur Akay
- Department of Child and Adolescent Psychiatry, Dokuz Eylul University, School of Medicine, Izmir, Turkey
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2
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Reis A, Araújo S, Morais IS, Faísca L. Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis. ANNALS OF DYSLEXIA 2020; 70:339-368. [PMID: 32918699 DOI: 10.1007/s11881-020-00205-x] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Accepted: 07/30/2020] [Indexed: 05/21/2023]
Abstract
An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent-as opposed to intermediate and opaque-orthographies. Overall, the meta-analysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies.
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Affiliation(s)
- Alexandra Reis
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal.
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal.
| | - Susana Araújo
- Faculdade de Psicologia, Universidade de Lisboa, Lisboa, Portugal
| | - Inês Salomé Morais
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
| | - Luís Faísca
- Departamento de Psicologia e Ciências da Educação, Universidade do Algarve, Faro, Portugal
- Center for Biomedical Research - CBMR, Universidade do Algarve, Faro, Portugal
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4
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Chung KKH, Lo JCM, McBride C. Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics. ANNALS OF DYSLEXIA 2018; 68:229-250. [PMID: 30120702 PMCID: PMC6209009 DOI: 10.1007/s11881-018-0165-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2017] [Accepted: 08/01/2018] [Indexed: 06/08/2023]
Abstract
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents.
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Affiliation(s)
- Kevin Kien Hoa Chung
- Department of Early Childhood Education, Department of Special Education and Counselling, and Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong, China.
| | - Jason C M Lo
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
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Livingston LA, Happé F. Conceptualising compensation in neurodevelopmental disorders: Reflections from autism spectrum disorder. Neurosci Biobehav Rev 2017; 80:729-742. [PMID: 28642070 PMCID: PMC7374933 DOI: 10.1016/j.neubiorev.2017.06.005] [Citation(s) in RCA: 202] [Impact Index Per Article: 28.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2017] [Revised: 05/25/2017] [Accepted: 06/13/2017] [Indexed: 11/24/2022]
Abstract
Within research into neurodevelopmental disorders, little is known about the mechanisms underpinning changes in symptom severity across development. When the behavioural presentation of a condition improves/symptoms lessen, this may be because core underlying atypicalities in cognition/neural function have ameliorated. An alternative possibility is 'compensation'; that the behavioural presentation appears improved, despite persisting deficits at cognitive and/or neurobiological levels. There is, however, currently no agreed technical definition of compensation or its behavioural, cognitive and neural characteristics. Furthermore, its workings in neurodevelopmental disorders have not been studied directly. Here, we review current evidence for compensation in neurodevelopmental disorders, using Autism Spectrum Disorder as an example, in order to move towards a better conceptualisation of the construct. We propose a transdiagnostic framework, where compensation represents the processes responsible for an observed mismatch between behaviour and underlying cognition in a neurodevelopmental disorder, at any point in development. Further, we explore potential cognitive and neural mechanisms driving compensation and discuss the broader relevance of the concept within research and clinical settings.
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Affiliation(s)
- Lucy Anne Livingston
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK.
| | - Francesca Happé
- MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK.
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Gunnarsson B, Jónsdóttir GA, Björnsdóttir G, Konte B, Sulem P, Kristmundsdóttir S, Kehr B, Gústafsson Ó, Helgason H, Iordache PD, Ólafsson S, Frigge ML, Þorleifsson G, Arnarsdóttir S, Stefánsdóttir B, Giegling I, Djurovic S, Sundet KS, Espeseth T, Melle I, Hartmann AM, Thorsteinsdottir U, Kong A, Guðbjartsson DF, Ettinger U, Andreassen OA, Dan Rujescu, Halldórsson JG, Stefánsson H, Halldórsson BV, Stefánsson K. A sequence variant associating with educational attainment also affects childhood cognition. Sci Rep 2016; 6:36189. [PMID: 27811963 PMCID: PMC5095652 DOI: 10.1038/srep36189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2016] [Accepted: 10/12/2016] [Indexed: 11/21/2022] Open
Abstract
Only a few common variants in the sequence of the genome have been shown to impact cognitive traits. Here we demonstrate that polygenic scores of educational attainment predict specific aspects of childhood cognition, as measured with IQ. Recently, three sequence variants were shown to associate with educational attainment, a confluence phenotype of genetic and environmental factors contributing to academic success. We show that one of these variants associating with educational attainment, rs4851266-T, also associates with Verbal IQ in dyslexic children (P = 4.3 × 10−4, β = 0.16 s.d.). The effect of 0.16 s.d. corresponds to 1.4 IQ points for heterozygotes and 2.8 IQ points for homozygotes. We verified this association in independent samples consisting of adults (P = 8.3 × 10−5, β = 0.12 s.d., combined P = 2.2 x 10−7, β = 0.14 s.d.). Childhood cognition is unlikely to be affected by education attained later in life, and the variant explains a greater fraction of the variance in verbal IQ than in educational attainment (0.7% vs 0.12%,. P = 1.0 × 10−5).
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Affiliation(s)
| | | | | | - Bettina Konte
- Department of Psychiatry, Psychotherapy and Psychosomatics, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | | | | | - Birte Kehr
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland
| | | | - Hannes Helgason
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,School of Engineering and Natural Sciences, University of Iceland, Reykjavik, Iceland
| | - Paul D Iordache
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,Institute of Biomedical and Neural Engineering, Reykjavík University, Reykjavík, Iceland
| | | | | | | | | | | | - Ina Giegling
- Department of Psychiatry, Psychotherapy and Psychosomatics, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | - Srdjan Djurovic
- NORMENT, KG Jebsen Centre for Psychosis Research, Department of Clinical Science, University of Bergen, Bergen, Norway.,Department of Medical Genetics, Oslo University Hospital, Oslo 0450, Norway
| | - Kjetil S Sundet
- Department of Psychology, University of Oslo, Oslo 0373, Norway.,NORMENT - KG Jebsen Centre, Institute of Clinical Medicine, University of Oslo, Oslo N-0316, Norway
| | - Thomas Espeseth
- Department of Psychology, University of Oslo, Oslo 0373, Norway.,NORMENT - KG Jebsen Centre, Institute of Clinical Medicine, University of Oslo, Oslo N-0316, Norway
| | - Ingrid Melle
- Department of Medical Genetics, Oslo University Hospital, Oslo 0450, Norway.,Department of Psychology, University of Oslo, Oslo 0373, Norway
| | - Annette M Hartmann
- Department of Psychiatry, Psychotherapy and Psychosomatics, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | - Unnur Thorsteinsdottir
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,Faculty of Medicine, University of Iceland, Reykjavik, Iceland
| | | | - Daníel F Guðbjartsson
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,School of Engineering and Natural Sciences, University of Iceland, Reykjavik, Iceland
| | | | - Ole A Andreassen
- NORMENT - KG Jebsen Centre, Institute of Clinical Medicine, University of Oslo, Oslo N-0316, Norway.,NORMENT - KG Jebsen Centre, Division of Mental Health and Addiction, Oslo University Hospital, Oslo 0424, Norway
| | - Dan Rujescu
- Department of Psychiatry, Psychotherapy and Psychosomatics, Martin-Luther-University Halle-Wittenberg, Halle, Germany.,Department of Psychiatry, University of Munich (LMU), Munich, Germany
| | | | | | - Bjarni V Halldórsson
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,Institute of Biomedical and Neural Engineering, Reykjavík University, Reykjavík, Iceland
| | - Kári Stefánsson
- deCODE Genetics/Amgen, Inc., Reykjavik, Iceland.,Faculty of Medicine, University of Iceland, Reykjavik, Iceland
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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