1
|
Cavalli E, Brèthes H, Lefèvre E, El Ahmadi A, Duncan LG, Bianco M, Melmi JB, Denis-Noël A, Colé P. Screening for Dyslexia in University Students: a Standardized Procedure Based on Conditional Inference Trees. Arch Clin Neuropsychol 2024:acad103. [PMID: 38216147 DOI: 10.1093/arclin/acad103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 11/15/2023] [Accepted: 12/13/2023] [Indexed: 01/14/2024] Open
Abstract
OBJECTIVE The focus of this study is on providing tools to enable researchers and practitioners to screen for dyslexia in adults entering university. The first aim is to validate and provide diagnostic properties for a set of seven tests including a 1-min word reading test, a 2-min pseudoword reading test, a phonemic awareness test, a spelling test, the Alouette reading fluency test, a connected-text reading fluency test, and the self-report Adult Reading History Questionnaire (ARHQ). The second, more general, aim of this study was to devise a standardized and confirmatory procedure for dyslexia screening from a subset of the initial seven tests. We used conditional inference tree analysis, a supervised machine learning approach to identify the most relevant tests, cut-off scores, and optimal order of test administration. METHOD A combined sample of 60 university students with dyslexia (clinical validation group) and 65 university students without dyslexia (normative group) provided data to determine the diagnostic properties of these tests including sensitivity, specificity, and cut-off scores. RESULTS Results showed that combinations of four tests (ARHQ, text reading fluency, phonemic awareness, pseudoword reading) and their relative conditional cut-off scores optimize powerful discriminatory screening procedures for dyslexia, with an overall classification accuracy of approximately 90%. CONCLUSIONS The novel use of the conditional inference tree methodology explored in the present study offered a way of moving toward a more efficient screening battery using only a subset of the seven tests examined. Both clinical and theoretical implications of these findings are discussed.
Collapse
Affiliation(s)
- Eddy Cavalli
- Psychology and Cognitive Sciences, Laboratoire d'Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Hélène Brèthes
- Cognitive Psychology, Laboratoire de Psychologie Cognitive, Aix-Marseille Université & CNRS, Marseille, France
| | - Elise Lefèvre
- Psychology and Cognitive Sciences, Laboratoire d'Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France
| | - Abdessadek El Ahmadi
- Cognitive Neurosciences, Laboratoire de Neurosciences Cognitives, Aix-Marseille Université & CNRS, Marseille, France
| | - Lynne G Duncan
- Psychology, School of Social Sciences, University of Dundee, Dundee, UK
| | - Maryse Bianco
- Educational Sciences, Laboratoire de recherche sur les Apprentissages en Contexte, Université Grenoble Alpes, Grenoble, France
| | - Jean-Baptiste Melmi
- Cognitive Psychology, Laboratoire de Psychologie Cognitive, Aix-Marseille Université & CNRS, Marseille, France
| | - Ambre Denis-Noël
- Psychology, Complexity and Cognition Laboratory, Université Côte-d'Azur, Nice, France
| | - Pascale Colé
- Cognitive Psychology, Laboratoire de Psychologie Cognitive, Aix-Marseille Université & CNRS, Marseille, France
- Fédération de Recherche 3C (Cognition, Comportement et Cerveau), Aix-Marseille Université and CNRS, Marseille, France
- Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France
| |
Collapse
|
2
|
Kries J, De Clercq P, Lemmens R, Francart T, Vandermosten M. Acoustic and phonemic processing are impaired in individuals with aphasia. Sci Rep 2023; 13:11208. [PMID: 37433805 DOI: 10.1038/s41598-023-37624-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 06/24/2023] [Indexed: 07/13/2023] Open
Abstract
Acoustic and phonemic processing are understudied in aphasia, a language disorder that can affect different levels and modalities of language processing. For successful speech comprehension, processing of the speech envelope is necessary, which relates to amplitude changes over time (e.g., the rise times). Moreover, to identify speech sounds (i.e., phonemes), efficient processing of spectro-temporal changes as reflected in formant transitions is essential. Given the underrepresentation of aphasia studies on these aspects, we tested rise time processing and phoneme identification in 29 individuals with post-stroke aphasia and 23 healthy age-matched controls. We found significantly lower performance in the aphasia group than in the control group on both tasks, even when controlling for individual differences in hearing levels and cognitive functioning. Further, by conducting an individual deviance analysis, we found a low-level acoustic or phonemic processing impairment in 76% of individuals with aphasia. Additionally, we investigated whether this impairment would propagate to higher-level language processing and found that rise time processing predicts phonological processing performance in individuals with aphasia. These findings show that it is important to develop diagnostic and treatment tools that target low-level language processing mechanisms.
Collapse
Affiliation(s)
- Jill Kries
- Experimental Oto-Rhino-Laryngology, Department of Neurosciences, Leuven Brain Institute, KU Leuven, Leuven, Belgium.
| | - Pieter De Clercq
- Experimental Oto-Rhino-Laryngology, Department of Neurosciences, Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Robin Lemmens
- Experimental Neurology, Department of Neurosciences, KU Leuven, Leuven, Belgium
- Laboratory of Neurobiology, VIB-KU Leuven Center for Brain & Disease Research, Leuven, Belgium
- Department of Neurology, University Hospitals Leuven, Leuven, Belgium
| | - Tom Francart
- Experimental Oto-Rhino-Laryngology, Department of Neurosciences, Leuven Brain Institute, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Experimental Oto-Rhino-Laryngology, Department of Neurosciences, Leuven Brain Institute, KU Leuven, Leuven, Belgium.
| |
Collapse
|
3
|
Van Herck S, Economou M, Vanden Bempt F, Glatz T, Ghesquière P, Vandermosten M, Wouters J. Neural synchronization and intervention in pre-readers who later on develop dyslexia. Eur J Neurosci 2023; 57:547-567. [PMID: 36518008 PMCID: PMC10108076 DOI: 10.1111/ejn.15894] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 11/07/2022] [Accepted: 12/10/2022] [Indexed: 12/23/2022]
Abstract
A growing number of studies has investigated temporal processing deficits in dyslexia. These studies largely focus on neural synchronization to speech. However, the importance of rise times for neural synchronization is often overlooked. Furthermore, targeted interventions, phonics-based and auditory, are being developed, but little is known about their impact. The current study investigated the impact of a 12-week tablet-based intervention. Children at risk for dyslexia received phonics-based training, either with (n = 31) or without (n = 31) auditory training, or engaged in active control training (n = 29). Additionally, neural synchronization and processing of rise times was longitudinally investigated in children with dyslexia (n = 26) and typical readers (n = 52) from pre-reading (5 years) to beginning reading age (7 years). The three time points in the longitudinal study correspond to intervention pre-test, post-test and consolidation, approximately 1 year after completing the intervention. At each time point neural synchronization was measured to sinusoidal stimuli and pulsatile stimuli with shortened rise times at syllable (4 Hz) and phoneme rates (20 Hz). Our results revealed no impact on neural synchronization at syllable and phoneme rate of the phonics-based and auditory training. However, we did reveal atypical hemispheric specialization at both syllable and phoneme rates in children with dyslexia. This was detected even before the onset of reading acquisition, pointing towards a possible causal rather than consequential mechanism in dyslexia. This study contributes to our understanding of the temporal processing deficits underlying the development of dyslexia, but also shows that the development of targeted interventions is still a work in progress.
Collapse
Affiliation(s)
- Shauni Van Herck
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational SciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
| | - Maria Economou
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational SciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
- Leuven Child & Youth Institute (L‐C&Y)KU LeuvenLeuvenBelgium
| | - Femke Vanden Bempt
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational SciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
- Leuven Child & Youth Institute (L‐C&Y)KU LeuvenLeuvenBelgium
| | - Toivo Glatz
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Institute of Public HealthCharité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt‐Universität zu BerlinBerlinGermany
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational SciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
- Leuven Child & Youth Institute (L‐C&Y)KU LeuvenLeuvenBelgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
- Leuven Child & Youth Institute (L‐C&Y)KU LeuvenLeuvenBelgium
| | - Jan Wouters
- Research Group ExpORL, Department of NeurosciencesKU LeuvenLeuvenBelgium
- Leuven Brain InstituteKU LeuvenLeuvenBelgium
| |
Collapse
|
4
|
Vanden Bempt F, Van Herck S, Economou M, Vanderauwera J, Vandermosten M, Wouters J, Ghesquière P. Speech perception deficits and the effect of envelope-enhanced story listening combined with phonics intervention in pre-readers at risk for dyslexia. Front Psychol 2022; 13:1021767. [PMID: 36389538 PMCID: PMC9650384 DOI: 10.3389/fpsyg.2022.1021767] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 10/12/2022] [Indexed: 11/28/2022] Open
Abstract
Developmental dyslexia is considered to be most effectively addressed with preventive phonics-based interventions, including grapheme-phoneme coupling and blending exercises. These intervention types require intact speech perception abilities, given their large focus on exercises with auditorily presented phonemes. Yet some children with (a risk for) dyslexia experience problems in this domain due to a poorer sensitivity to rise times, i.e., rhythmic acoustic cues present in the speech envelope. As a result, the often subtle speech perception problems could potentially constrain an optimal response to phonics-based interventions in at-risk children. The current study therefore aimed (1) to extend existing research by examining the presence of potential speech perception deficits in pre-readers at cognitive risk for dyslexia when compared to typically developing peers and (2) to explore the added value of a preventive auditory intervention for at-risk pre-readers, targeting rise time sensitivity, on speech perception and other reading-related skills. To obtain the first research objective, we longitudinally compared speech-in-noise perception between 28 5-year-old pre-readers with and 30 peers without a cognitive risk for dyslexia during the second half of the third year of kindergarten. The second research objective was addressed by exploring growth in speech perception and other reading-related skills in an independent sample of 62 at-risk 5-year-old pre-readers who all combined a 12-week preventive phonics-based intervention (GraphoGame-Flemish) with an auditory story listening intervention. In half of the sample, story recordings contained artificially enhanced rise times (GG-FL_EE group, n = 31), while in the other half, stories remained unprocessed (GG-FL_NE group, n = 31; Clinical Trial Number S60962—https://www.uzleuven.be/nl/clinical-trial-center). Results revealed a slower speech-in-noise perception growth in the at-risk compared to the non-at-risk group, due to an emerged deficit at the end of kindergarten. Concerning the auditory intervention effects, both intervention groups showed equal growth in speech-in-noise perception and other reading-related skills, suggesting no boost of envelope-enhanced story listening on top of the effect of combining GraphoGame-Flemish with listening to unprocessed stories. These findings thus provide evidence for a link between speech perception problems and dyslexia, yet do not support the potential of the auditory intervention in its current form.
Collapse
Affiliation(s)
- Femke Vanden Bempt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
- *Correspondence: Femke Vanden Bempt,
| | - Shauni Van Herck
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Maria Economou
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| |
Collapse
|
5
|
Ferenczy M, Pottas L, Soer M. Speech perception in noise in children with learning difficulties: A scoping review. Int J Pediatr Otorhinolaryngol 2022; 156:111101. [PMID: 35305409 DOI: 10.1016/j.ijporl.2022.111101] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2021] [Revised: 02/10/2022] [Accepted: 03/10/2022] [Indexed: 11/25/2022]
Abstract
BACKGROUND Children with learning difficulties (LD) face multiple challenges in classrooms settings while having to meet various auditory demands, such as understanding verbal instructions in the presence of background noise. These challenges pose a risk for academic failure, underachievement, and underemployment. Well-developed skills regarding speech perception in noise promote learning, communication, and academic success. These skills need further investigation to promote evidence-based practice and intervention within the audiological and educational fields. OBJECTIVE To identify and review published literature on the speech perception in noise abilities of children with LDs. DESIGN A systematic search strategy was used to identify literature on five electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Literature from 2011 to 2021 reporting on speech perception in noise in children with LDs was included. RESULTS Of 1295 articles identified, five articles met the inclusion criteria and were included in this scoping review. All studies used comparative study designs to determine the speech perception in noise skills of children with LDs. Results indicated that children with LDs have poorer speech perception in noise skills when compared to typically developing children. Trisyllabic words were better perceived in noise than monosyllabic and disyllabic words. CONCLUSION Children with LDs require greater signal-to-noise ratios if they are to be given the same academic opportunities as typically developing (TD) children. Future studies can investigate the functional outcomes of children with LDs to promote evidence-based practice and intervention.
Collapse
Affiliation(s)
- Marcelle Ferenczy
- Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa
| | - Lidia Pottas
- Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa.
| | - Maggi Soer
- Department of Speech-Language Pathology and Audiology, University of Pretoria, South Africa
| |
Collapse
|
6
|
Van Herck S, Vanden Bempt F, Economou M, Vanderauwera J, Glatz T, Dieudonné B, Vandermosten M, Ghesquière P, Wouters J. Ahead of maturation: Enhanced speech envelope training boosts rise time discrimination in pre-readers at cognitive risk for dyslexia. Dev Sci 2021; 25:e13186. [PMID: 34743382 DOI: 10.1111/desc.13186] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 09/24/2021] [Accepted: 10/22/2021] [Indexed: 12/24/2022]
Abstract
Dyslexia has frequently been related to atypical auditory temporal processing and speech perception. Results of studies emphasizing speech onset cues and reinforcing the temporal structure of the speech envelope, that is, envelope enhancement (EE), demonstrated reduced speech perception deficits in individuals with dyslexia. The use of this strategy as auditory intervention might thus reduce some of the deficits related to dyslexia. Importantly, reading-skill interventions are most effective when they are provided during kindergarten and first grade. Hence, we provided a tablet-based 12-week auditory and phonics-based intervention to pre-readers at cognitive risk for dyslexia and investigated the effect on auditory temporal processing with a rise time discrimination (RTD) task. Ninety-one pre-readers at cognitive risk for dyslexia (aged 5-6) were assigned to two groups receiving a phonics-based intervention and playing a story listening game either with (n = 31) or without (n = 31) EE or a third group playing control games and listening to non-enhanced stories (n = 29). RTD was measured directly before, directly after and 1 year after the intervention. While the groups listening to non-enhanced stories mainly improved after the intervention during first grade, the group listening to enhanced stories improved during the intervention in kindergarten and subsequently remained stable during first grade. Hence, an EE intervention improves auditory processing skills important for the development of phonological skills. This occurred before the onset of reading instruction, preceding the maturational improvement of these skills, hence potentially giving at risk children a head start when learning to read.
Collapse
Affiliation(s)
- Shauni Van Herck
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium
| | - Femke Vanden Bempt
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium
| | - Maria Economou
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium.,Université Catholique de Louvain, Psychological Sciences Research Institute, Louvain-la-Neuve, Belgium.,Université Catholique de Louvain, Institute of Neuroscience, Louvain-la-Neuve, Belgium
| | - Toivo Glatz
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.,Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Public Health, Charitéplatz 1, Berlin, Germany
| | - Benjamin Dieudonné
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| |
Collapse
|
7
|
Jones C, Collin E, Kepinska O, Hancock R, Caballero J, Zekelman L, Vandermosten M, Hoeft F. Auditory Processing of Non-speech Stimuli by Children in Dual-Language Immersion Programs. Front Psychol 2021; 12:687651. [PMID: 34733197 PMCID: PMC8558524 DOI: 10.3389/fpsyg.2021.687651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 09/20/2021] [Indexed: 11/13/2022] Open
Abstract
Perception of low-level auditory cues such as frequency modulation (FM) and rise time (RT) is crucial for development of phonemic representations, segmentation of word boundaries, and attunement to prosodic patterns in language. While learning an additional language, children may develop an increased sensitivity to these cues to extract relevant information from multiple types of linguistic input. Performance on these auditory processing tasks such as FM and RT by children learning another language is, however, unknown. Here we examine 92 English-speaking 7-8-year-olds in the U.S. and their performance in FM and RT perceptual tasks at the end of their second year in Cantonese or Spanish dual-language immersion compared to children in general English education programs. Results demonstrate that children in immersion programs have greater sensitivity to FM, but not RT, controlling for various factors. The immersion program students were also observed to have better phonological awareness performance. However, individual differences in FM sensitivity were not associated with phonological awareness, a pattern typically observed in monolinguals. These preliminary findings suggest a possible impact of formal language immersion on low-level auditory processing. Additional research is warranted to understand causal relationships and ultimate impact on language skills in multilinguals.
Collapse
Affiliation(s)
- Chloe Jones
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.,Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Elizabeth Collin
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.,Department of Speech, Language and Hearing Sciences, University of Connecticut, Storrs, CT, United States
| | - Olga Kepinska
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.,Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States.,Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria.,Brain and Language Lab, Cognitive Science Hub, University of Vienna, Vienna, Austria.,Department of Behavioral and Cognitive Biology, Faculty of Life Sciences, University of Vienna, Vienna, Austria.,Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Roeland Hancock
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.,Brain Imaging Research Center, University of Connecticut, Storrs, CT, United States
| | - Jocelyn Caballero
- Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States
| | - Leo Zekelman
- Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States.,Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, United States
| | - Maaike Vandermosten
- Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States.,Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Fumiko Hoeft
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.,Department of Psychiatry and Behavioral Sciences, School of Medicine, University of California, San Francisco, San Francisco, CA, United States.,Departments of Mathematics, Neuroscience, Psychiatry, and Educational Psychology, University of Connecticut, Storrs, CT, United States.,Haskins Laboratories, New Haven, CT, United States
| |
Collapse
|
8
|
Rahul DR, Ponniah RJ. The Modularity of Dyslexia. Pediatr Neonatol 2021; 62:240-248. [PMID: 33775610 DOI: 10.1016/j.pedneo.2021.03.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 09/24/2020] [Accepted: 03/05/2021] [Indexed: 10/21/2022] Open
Abstract
There is a growing interest in understanding dyslexia and the mechanisms involved in reading difficulties. Inquiries into the morphological and physiological changes of the brain have contributed to our increased understanding of reading ability and dyslexia. Similarly, inquiries into brain chemistry and reading provide a neurometabolic framework of dyslexia in terms of poor reading and phonological measures. Also, studies of the genetic etiology of reading yield substantial evidence of genes and SNPs associated with dyslexia. However, little is known about the interface between these distinct areas of knowledge. Therefore, we offer an exhaustive perspective on dyslexia using the idea of modularity by assimilating the findings and implications from the brain morphological, neurophysiological, neurochemical, genetic, and educational insights into dyslexia. We contend that this endeavor will provide a beneficial foundation for aiming at the possibilities of a holistic intervention and informed solutions for reading difficulties.
Collapse
Affiliation(s)
- D R Rahul
- Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli, India
| | - R Joseph Ponniah
- Department of Humanities and Social Sciences, National Institute of Technology, Tiruchirappalli, India.
| |
Collapse
|
9
|
Van Hirtum T, Ghesquière P, Wouters J. A Bridge over Troubled Listening: Improving Speech-in-Noise Perception by Children with Dyslexia. J Assoc Res Otolaryngol 2021; 22:465-480. [PMID: 33861393 DOI: 10.1007/s10162-021-00793-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 02/26/2021] [Indexed: 10/21/2022] Open
Abstract
Developmental dyslexia is most commonly associated with phonological processing difficulties. However, children with dyslexia may experience poor speech-in-noise perception as well. Although there is an ongoing debate whether a speech perception deficit is inherent to dyslexia or acts as an aggravating risk factor compromising learning to read indirectly, improving speech perception might boost reading-related skills and reading acquisition. In the current study, we evaluated advanced speech technology as applied in auditory prostheses, to promote and eventually normalize speech perception of school-aged children with dyslexia, i.e., envelope enhancement (EE). The EE strategy automatically detects and emphasizes onset cues and consequently reinforces the temporal structure of the speech envelope. Our results confirmed speech-in-noise perception difficulties by children with dyslexia. However, we found that exaggerating temporal "landmarks" of the speech envelope (i.e., amplitude rise time and modulations)-by using EE-passively and instantaneously improved speech perception in noise for children with dyslexia. Moreover, the benefit derived from EE was large enough to completely bridge the initial gap between children with dyslexia and their typical reading peers. Taken together, the beneficial outcome of EE suggests an important contribution of the temporal structure of the envelope to speech perception in noise difficulties in dyslexia, providing an interesting foundation for future intervention studies based on auditory and speech rhythm training.
Collapse
Affiliation(s)
- Tilde Van Hirtum
- Department of Neurosciences, Research Group Experimental ORL, KU Leuven University of Leuven, Leuven, Belgium. .,Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Unit, KU Leuven University of Leuven, Leuven, Belgium.
| | - Pol Ghesquière
- Faculty of Psychology and Educational Sciences, Parenting and Special Education Research Unit, KU Leuven University of Leuven, Leuven, Belgium
| | - Jan Wouters
- Department of Neurosciences, Research Group Experimental ORL, KU Leuven University of Leuven, Leuven, Belgium
| |
Collapse
|
10
|
Lu H, Zhang K, Liu Q. Reading fluency and pitch discrimination abilities in children with learning disabilities. Technol Health Care 2020; 28:361-370. [PMID: 32364169 PMCID: PMC7369083 DOI: 10.3233/thc-209037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Pitch perception and pitch matching may link to individual reading skills. OBJECTIVE In this study, we examined pitch perception and pitch matching tasks in children with learning disabilities to determine whether there was any connection between these tests and the reading fluency in these children. METHOD The study used different types of pitch discrimination tests and reading fluency tests to compare the two groups. RESULTS Results indicated that the accuracy of pitch discrimination and reading fluency was significantly different in these children with learning disabilities relative to typically developing children. This study also indicated that they exhibit impaired pitch matching, which linked to their reading skills. CONCLUSION The results indicate that processing and production of speech may be impacted by individuals' musical pitch perception and matching ability. The results may also give us a piece of evidence that we need further research on how these deficits in musical pitch perception affect our speech and language production in children and adults.
Collapse
Affiliation(s)
- Haidan Lu
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
| | - Kaili Zhang
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
| | - Qiaoyun Liu
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
| |
Collapse
|
11
|
O'Brien GE, McCloy DR, Yeatman JD. Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2019; 146:245. [PMID: 31370631 PMCID: PMC6639114 DOI: 10.1121/1.5116568] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 06/20/2019] [Accepted: 06/25/2019] [Indexed: 06/10/2023]
Abstract
It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.
Collapse
Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| |
Collapse
|
12
|
Lipowska M, Łada AB, Pawlicka P, Jurek P. The use of the Warnke Method in dyslexia therapy for children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101060] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
13
|
Caccia M, Presti G, Toraldo A, Radaelli A, Ludovico LA, Ogliari A, Lorusso ML. Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia. Front Psychol 2019; 10:1458. [PMID: 31316427 PMCID: PMC6611421 DOI: 10.3389/fpsyg.2019.01458] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 06/07/2019] [Indexed: 12/01/2022] Open
Abstract
The study deals with the issue of lexical stress perception in both a developmental (comparing children and adults with typical development) and a clinical perspective (comparing typically developing children and children with dyslexia). The three parameters characterizing the acoustic profiles of words and non-words in a certain language are duration, pitch and intensity of its syllables. Based on (sparse) previous literature on Italian and other European languages, it was expected that syllable duration would be the parameter predominantly determining the perception of stress position. It was furthermore anticipated that children with dyslexia may be found to have an altered perception of lexical stress, due to their impairments in auditory processing of either pitch, duration or (more controversial) intensity. Systematic manipulation of the pitch, duration and intensity profiles of three Italian trisyllabic non-words produced a series of 81 stimuli, that were judged with respect to stress position (perceived on the ultimate, penultimate, or antepenultimate syllable) by the three groups of participants. The results showed, contrarily to expectations, that the pitch component is the most reliable acoustic cue in stress perception for both adults, in whom this dominance is very strong, and typically developing children, who showed a similar but quantitatively less marked pattern. As to children with dyslexia, they did not seem to rely on any parameter for their judgments, and rather gave random responses, which point to a general inability to process the various acoustic modulations that normally contribute to stress perception. Performance on the stress perception task strongly correlates with language (morphosyntactic) measures in the whole sample of children, and with reading abilities in the group with dyslexia, confirming the strict relationship between the two sets of skills. These findings seem to support a language-specific approach, suggesting that the set of acoustic parameters required for the development of stress perception is language-dependent rather than universal.
Collapse
Affiliation(s)
- Martina Caccia
- Center for Neurocognition, Epistemology and Theoretical Syntax, University School For Advanced Studies, Pavia, Italy
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
| | - Giorgio Presti
- Laboratory of Music Informatics (LIM), Department of Computer Science, University of Milan, Milan, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
- Milan Center for Neuroscience, Milan, Italy
| | - Anthea Radaelli
- Developmental Psychopathology Unit, Vita-Salute San Raffaele University, Milan, Italy
| | - Luca Andrea Ludovico
- Laboratory of Music Informatics (LIM), Department of Computer Science, University of Milan, Milan, Italy
| | - Anna Ogliari
- Developmental Psychopathology Unit, Vita-Salute San Raffaele University, Milan, Italy
| | - Maria Luisa Lorusso
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
| |
Collapse
|
14
|
Atypical neural processing of rise time by adults with dyslexia. Cortex 2019; 113:128-140. [DOI: 10.1016/j.cortex.2018.12.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 10/30/2018] [Accepted: 12/11/2018] [Indexed: 11/16/2022]
|
15
|
|
16
|
O'Brien GE, McCloy DR, Kubota EC, Yeatman JD. Reading ability and phoneme categorization. Sci Rep 2018; 8:16842. [PMID: 30442952 PMCID: PMC6237901 DOI: 10.1038/s41598-018-34823-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Accepted: 10/18/2018] [Indexed: 11/10/2022] Open
Abstract
Dyslexia is associated with abnormal performance on many auditory psychophysics tasks, particularly those involving the categorization of speech sounds. However, it is debated whether those apparent auditory deficits arise from (a) reduced sensitivity to particular acoustic cues, (b) the difficulty of experimental tasks, or (c) unmodeled lapses of attention. Here we investigate the relationship between phoneme categorization and reading ability, with special attention to the nature of the cue encoding the phoneme contrast (static versus dynamic), differences in task paradigm difficulty, and methodological details of psychometric model fitting. We find a robust relationship between reading ability and categorization performance, show that task difficulty cannot fully explain that relationship, and provide evidence that the deficit is not restricted to dynamic cue contrasts, contrary to prior reports. Finally, we demonstrate that improved modeling of behavioral responses suggests that performance does differ between children with dyslexia and typical readers, but that the difference may be smaller than previously reported.
Collapse
Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA.
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Emily C Kubota
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| |
Collapse
|
17
|
van den Bunt MR, Groen MA, van der Kleij SW, Noordenbos MW, Segers E, Pugh KR, Verhoeven L. Deficient Response to Altered Auditory Feedback in Dyslexia. Dev Neuropsychol 2018; 43:622-641. [PMID: 30001162 DOI: 10.1080/87565641.2018.1495723] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10-13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading.
Collapse
Affiliation(s)
- M R van den Bunt
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M A Groen
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - S W van der Kleij
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - M W Noordenbos
- b Centre for Language Studies , Radboud University , Nijmegen , The Netherlands
| | - E Segers
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| | - K R Pugh
- c Haskins Laboratories , Yale University , New Haven , Connecticut , USA
| | - L Verhoeven
- a Behavioural Science Institute , Radboud University , Nijmegen , The Netherlands
| |
Collapse
|
18
|
Nittrouer S, Krieg LM, Lowenstein JH. Speech Recognition in Noise by Children with and without Dyslexia: How is it Related to Reading? RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 77:98-113. [PMID: 29724639 PMCID: PMC5947872 DOI: 10.1016/j.ridd.2018.04.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2017] [Revised: 12/20/2017] [Accepted: 04/11/2018] [Indexed: 05/08/2023]
Abstract
PURPOSE Developmental dyslexia is commonly viewed as a phonological deficit that makes it difficult to decode written language. But children with dyslexia typically exhibit other problems, as well, including poor speech recognition in noise. The purpose of this study was to examine whether the speech-in-noise problems of children with dyslexia are related to their reading problems, and if so, if a common underlying factor might explain both. The specific hypothesis examined was that a spectral processing disorder results in these children receiving smeared signals, which could explain both the diminished sensitivity to phonological structure - leading to reading problems - and the speech recognition in noise difficulties. The alternative hypothesis tested in this study was that children with dyslexia simply have broadly based language deficits. PARTICIPANTS Ninety-seven children between the ages of 7 years; 10 months and 12 years; 9 months participated: 46 with dyslexia and 51 without dyslexia. METHODS Children were tested on two dependent measures: word reading and recognition in noise with two types of sentence materials: as unprocessed (UP) signals, and as spectrally smeared (SM) signals. Data were collected for four predictor variables: phonological awareness, vocabulary, grammatical knowledge, and digit span. RESULTS Children with dyslexia showed deficits on both dependent and all predictor variables. Their scores for speech recognition in noise were poorer than those of children without dyslexia for both the UP and SM signals, but by equivalent amounts across signal conditions indicating that they were not disproportionately hindered by spectral distortion. Correlation analyses on scores from children with dyslexia showed that reading ability and speech-in-noise recognition were only mildly correlated, and each skill was related to different underlying abilities. CONCLUSIONS No substantial evidence was found to support the suggestion that the reading and speech recognition in noise problems of children with dyslexia arise from a single factor that could be defined as a spectral processing disorder. The reading and speech recognition in noise deficits of these children appeared to be largely independent.
Collapse
|
19
|
Zuk J, Bishop-Liebler P, Ozernov-Palchik O, Moore E, Overy K, Welch G, Gaab N. Revisiting the "enigma" of musicians with dyslexia: Auditory sequencing and speech abilities. J Exp Psychol Gen 2017; 146:495-511. [PMID: 28383990 DOI: 10.1037/xge0000281] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
Previous research has suggested a link between musical training and auditory processing skills. Musicians have shown enhanced perception of auditory features critical to both music and speech, suggesting that this link extends beyond basic auditory processing. It remains unclear to what extent musicians who also have dyslexia show these specialized abilities, considering often-observed persistent deficits that coincide with reading impairments. The present study evaluated auditory sequencing and speech discrimination in 52 adults comprised of musicians with dyslexia, nonmusicians with dyslexia, and typical musicians. An auditory sequencing task measuring perceptual acuity for tone sequences of increasing length was administered. Furthermore, subjects were asked to discriminate synthesized syllable continua varying in acoustic components of speech necessary for intraphonemic discrimination, which included spectral (formant frequency) and temporal (voice onset time [VOT] and amplitude envelope) features. Results indicate that musicians with dyslexia did not significantly differ from typical musicians and performed better than nonmusicians with dyslexia for auditory sequencing as well as discrimination of spectral and VOT cues within syllable continua. However, typical musicians demonstrated superior performance relative to both groups with dyslexia for discrimination of syllables varying in amplitude information. These findings suggest a distinct profile of speech processing abilities in musicians with dyslexia, with specific weaknesses in discerning amplitude cues within speech. Because these difficulties seem to remain persistent in adults with dyslexia despite musical training, this study only partly supports the potential for musical training to enhance the auditory processing skills known to be crucial for literacy in individuals with dyslexia. (PsycINFO Database Record
Collapse
Affiliation(s)
- Jennifer Zuk
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
| | - Paula Bishop-Liebler
- International Music Education Research Centre, Institute of Education, University College London
| | - Ola Ozernov-Palchik
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
| | - Emma Moore
- Institute of Music in Human and Social Development, Reid School of Music, University of Edinburgh
| | - Katie Overy
- Institute of Music in Human and Social Development, Reid School of Music, University of Edinburgh
| | - Graham Welch
- International Music Education Research Centre, Institute of Education, University College London
| | - Nadine Gaab
- Developmental Medicine Center, Laboratories of Cognitive Neuroscience, Boston Children's Hospital
| |
Collapse
|
20
|
Auditory processing deficits are sometimes necessary and sometimes sufficient for language difficulties in children: Evidence from mild to moderate sensorineural hearing loss. Cognition 2017; 166:139-151. [DOI: 10.1016/j.cognition.2017.04.014] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2015] [Revised: 04/26/2017] [Accepted: 04/30/2017] [Indexed: 12/12/2022]
|
21
|
van den Bunt MR, Groen MA, Ito T, Francisco AA, Gracco VL, Pugh KR, Verhoeven L. Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:654-667. [PMID: 28257585 PMCID: PMC5544192 DOI: 10.1044/2016_jslhr-l-16-0201] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2016] [Revised: 07/26/2016] [Accepted: 09/05/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE The purpose of this study was to examine whether developmental dyslexia (DD) is characterized by deficiencies in speech sensory and motor feedforward and feedback mechanisms, which are involved in the modulation of phonological representations. METHOD A total of 42 adult native speakers of Dutch (22 adults with DD; 20 participants who were typically reading controls) were asked to produce /bep/ while the first formant (F1) of the /e/ was not altered (baseline), increased (ramp), held at maximal perturbation (hold), and not altered again (after-effect). The F1 of the produced utterance was measured for each trial and used for statistical analyses. The measured F1s produced during each phase were entered in a linear mixed-effects model. RESULTS Participants with DD adapted more strongly during the ramp phase and returned to baseline to a lesser extent when feedback was back to normal (after-effect phase) when compared with the typically reading group. In this study, a faster deviation from baseline during the ramp phase, a stronger adaptation response during the hold phase, and a slower return to baseline during the after-effect phase were associated with poorer reading and phonological abilities. CONCLUSION The data of the current study are consistent with the notion that the phonological deficit in DD is associated with a weaker sensorimotor magnet for phonological representations.
Collapse
Affiliation(s)
- Mark R van den Bunt
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Margriet A Groen
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Takayuki Ito
- Haskins Laboratories, Yale University, New Haven, CTUniversité Grenoble Alpes, GIPSA-Lab, Grenoble, FranceCentre National de la Recherche Scientifique (CNRS), Grenoble Images Parole Signal Automatique (GIPSA) Lab, Grenoble, France
| | - Ana A Francisco
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Vincent L Gracco
- Haskins Laboratories, Yale University, New Haven, CTCentre for Research on Brain, Language & Music, McGill University, Montréal, Canada
| | - Ken R Pugh
- Haskins Laboratories, Yale University, New Haven, CT
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| |
Collapse
|
22
|
Bruni M, Flax JF, Buyske S, Shindhelm AD, Witton C, Brzustowicz LM, Bartlett CW. Behavioral and Molecular Genetics of Reading-Related AM and FM Detection Thresholds. Behav Genet 2017; 47:193-201. [PMID: 27826669 PMCID: PMC5305590 DOI: 10.1007/s10519-016-9821-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2015] [Accepted: 09/28/2016] [Indexed: 12/24/2022]
Abstract
Auditory detection thresholds for certain frequencies of both amplitude modulated (AM) and frequency modulated (FM) dynamic auditory stimuli are associated with reading in typically developing and dyslexic readers. We present the first behavioral and molecular genetic characterization of these two auditory traits. Two extant extended family datasets were given reading tasks and psychoacoustic tasks to determine FM 2 Hz and AM 20 Hz sensitivity thresholds. Univariate heritabilities were significant for both AM (h 2 = 0.20) and FM (h 2 = 0.29). Bayesian posterior probability of linkage (PPL) analysis found loci for AM (12q, PPL = 81 %) and FM (10p, PPL = 32 %; 20q, PPL = 65 %). Bivariate heritability analyses revealed that FM is genetically correlated with reading, while AM was not. Bivariate PPL analysis indicates that FM loci (10p, 20q) are not also associated with reading.
Collapse
Affiliation(s)
- Matthew Bruni
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
| | - Judy F Flax
- Department of Genetics and the Human Genetics Institute of New Jersey, Rutgers The State University of New Jersey, Piscataway, NJ, USA
| | - Steven Buyske
- Department of Genetics and the Human Genetics Institute of New Jersey, Rutgers The State University of New Jersey, Piscataway, NJ, USA
- Department of Statistics, Rutgers The State University of New Jersey, Piscataway, NJ, USA
| | - Amber D Shindhelm
- The Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital, Columbus, OH, USA
| | - Caroline Witton
- Aston Brain Centre, School of Life and Health Sciences, Aston University, Birmingham, B4 7ET, UK
| | - Linda M Brzustowicz
- Department of Genetics and the Human Genetics Institute of New Jersey, Rutgers The State University of New Jersey, Piscataway, NJ, USA
| | - Christopher W Bartlett
- Department of Pediatrics, College of Medicine, The Ohio State University, Columbus, OH, USA.
- Battelle Center for Mathematical Medicine, The Research Institute at Nationwide Children's Hospital & The Ohio State University, 575 Children's Crossroad, Columbus, OH, 43205, USA.
| |
Collapse
|
23
|
Law JM, Vandermosten M, Ghesquière P, Wouters J. Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia. Front Psychol 2017; 8:124. [PMID: 28223953 PMCID: PMC5293743 DOI: 10.3389/fpsyg.2017.00124] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2016] [Accepted: 01/17/2017] [Indexed: 11/13/2022] Open
Abstract
Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia.
Collapse
Affiliation(s)
- Jeremy M Law
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven Leuven, Belgium
| | - Maaike Vandermosten
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU LeuvenLeuven, Belgium; Laboratory for Experimental ORL, Department of Neuroscience, KU LeuvenLeuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven Leuven, Belgium
| | - Jan Wouters
- Laboratory for Experimental ORL, Department of Neuroscience, KU Leuven Leuven, Belgium
| |
Collapse
|
24
|
Law JM, Wouters J, Ghesquière P. The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia. Dev Sci 2016; 20. [DOI: 10.1111/desc.12453] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2015] [Accepted: 04/15/2016] [Indexed: 12/01/2022]
Affiliation(s)
- Jeremy M Law
- Parenting and Special Education Research Unit; KU Leuven; Belgium
| | - Jan Wouters
- Laboratory for Experimental ORL; KU Leuven; Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit; KU Leuven; Belgium
| |
Collapse
|
25
|
Calcus A, Lorenzi C, Collet G, Colin C, Kolinsky R. Is There a Relationship Between Speech Identification in Noise and Categorical Perception in Children With Dyslexia? JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2016; 59:835-52. [PMID: 27556908 DOI: 10.1044/2016_jslhr-h-15-0076] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Accepted: 01/14/2016] [Indexed: 05/21/2023]
Abstract
PURPOSE Children with dyslexia have been suggested to experience deficits in both categorical perception (CP) and speech identification in noise (SIN) perception. However, results regarding both abilities are inconsistent, and the relationship between them is still unclear. Therefore, this study aimed to investigate the relationship between CP and the psychometric function of SIN perception. METHOD Sixteen children with dyslexia, 16 chronological-age controls, and 16 reading-level controls were evaluated in CP of a voicing continuum and in consonant identification in both stationary and fluctuating noises. RESULTS There was a small but significant impairment in speech identification performance of children with dyslexia in stationary noise compared with chronological age-matched controls (but not reading level-matched controls). However, their performance increased in a fluctuating background, hence suggesting normal masking and unmasking effects and preserved sensory processing of speech information. Regarding CP, location of the phoneme boundary differed in the children with dyslexia compared with both control groups. However, scrutinizing individual profiles failed to reveal consistently poor performance in SIN and CP tasks. In addition, there was no significant correlation between CP, SIN perception, and reading scores in the group with dyslexia. CONCLUSIONS The relationship between the SIN deficit and CP, and how they potentially affect reading in children with dyslexia, remains unclear. However, these results are inconsistent with the notion that children with dyslexia suffer from a low-level temporal processing deficit and rather suggest a role of nonsensory (e.g., attentional) factors in their speech perception difficulties.
Collapse
|
26
|
Direct Viewing of Dyslexics' Compensatory Strategies in Speech in Noise Using Auditory Classification Images. PLoS One 2016; 11:e0153781. [PMID: 27100662 PMCID: PMC4839691 DOI: 10.1371/journal.pone.0153781] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 04/04/2016] [Indexed: 11/19/2022] Open
Abstract
A vast majority of dyslexic children exhibit a phonological deficit, particularly noticeable in phonemic identification or discrimination tasks. The gap in performance between dyslexic and normotypical listeners appears to decrease into adulthood, suggesting that some individuals with dyslexia develop compensatory strategies. Some dyslexic adults however remain impaired in more challenging listening situations such as in the presence of background noise. This paper addresses the question of the compensatory strategies employed, using the recently developed Auditory Classification Image (ACI) methodology. The results of 18 dyslexics taking part in a phoneme categorization task in noise were compared with those of 18 normotypical age-matched controls. By fitting a penalized Generalized Linear Model on the data of each participant, we obtained his/her ACI, a map of the time-frequency regions he/she relied on to perform the task. Even though dyslexics performed significantly less well than controls, we were unable to detect a robust difference between the mean ACIs of the two groups. This is partly due to the considerable heterogeneity in listening strategies among a subgroup of 7 low-performing dyslexics, as confirmed by a complementary analysis. When excluding these participants to restrict our comparison to the 11 dyslexics performing as well as their average-reading peers, we found a significant difference in the F3 onset of the first syllable, and a tendency of difference on the F4 onset, suggesting that these listeners can compensate for their deficit by relying upon additional allophonic cues.
Collapse
|