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Evans S, Skinner CH, Wolbers K, Mee Bell S, Shahan C. Enhancing word signing in hearing students with reading disorders using computer-based learning trials. J Appl Behav Anal 2024; 57:657-667. [PMID: 38742862 DOI: 10.1002/jaba.1082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 05/02/2024] [Indexed: 05/16/2024]
Abstract
Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology-based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.
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Affiliation(s)
- Sara Evans
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Christopher H Skinner
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Kimberly Wolbers
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Sherry Mee Bell
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Cheryl Shahan
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
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Denis F, Le Goff F, Desbois M, Gepner A, Feliciano G, Silber D, Zeitoun JD, Assuied GP. Early Detection of 5 Neurodevelopmental Disorders of Children and Prevention of Postnatal Depression With a Mobile Health App: Observational Cross-Sectional Study. JMIR Public Health Surveill 2024; 10:e58565. [PMID: 38888952 PMCID: PMC11220427 DOI: 10.2196/58565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Accepted: 05/16/2024] [Indexed: 06/20/2024] Open
Abstract
BACKGROUND Delay in the diagnosis of neurodevelopmental disorders (NDDs) in toddlers and postnatal depression (PND) is a major public health issue. In both cases, early intervention is crucial but too rarely implemented in practice. OBJECTIVE Our goal was to determine if a dedicated mobile app can improve screening of 5 NDDs (autism spectrum disorder [ASD], language delay, dyspraxia, dyslexia, and attention-deficit/hyperactivity disorder [ADHD]) and reduce PND incidence. METHODS We performed an observational, cross-sectional, data-based study in a population of young parents in France with at least 1 child aged <10 years at the time of inclusion and regularly using Malo, an "all-in-one" multidomain digital health record electronic patient-reported outcome (PRO) app for smartphones. We included the first 50,000 users matching the criteria and agreeing to participate between May 1, 2022, and February 8, 2024. Parents received periodic questionnaires assessing skills in neurodevelopment domains via the app. Mothers accessed a support program to prevent PND and were requested to answer regular PND questionnaires. When any PROs matched predefined criteria, an in-app recommendation was sent to book an appointment with a family physician or pediatrician. The main outcomes were the median age of the infant at the time of notification for possible NDD and the incidence of PND detection after childbirth. One secondary outcome was the relevance of the NDD notification by consultation as assessed by health professionals. RESULTS Among 55,618 children median age 4 months (IQR 9), 439 (0.8%) had at least 1 disorder for which consultation was critically necessary. The median ages of notification for probable ASD, language delay, dyspraxia, dyslexia, and ADHD were 32.5 (IQR 12.8), 16 (IQR 13), 36 (IQR 22.5), 80 (IQR 5), and 61 (IQR 15.5) months, respectively. The rate of probable ADHD, ASD, dyslexia, language delay, and dyspraxia in the population of children of the age included between the detection limits of each alert was 1.48%, 0.21%, 1.52%, 0.91%, and 0.37%, respectively. Sensitivity of alert notifications for suspected NDDs as assessed by the physicians was 78.6% and specificity was 98.2%. Among 8243 mothers who completed a PND questionnaire, highly probable PND was detected in 938 (11.4%), corresponding to a reduction of -31% versus our previous study without a support program. Suspected PND was detected a median 96 days (IQR 86) after childbirth. Among 130 users who filled in the satisfaction survey, 99.2% (129/130) found the app easy to use and 70% (91/130) reported that the app improved follow-up of their child. The app was rated 4.8/5 on Apple's App Store. CONCLUSIONS Algorithm-based early alerts suggesting NDDs were highly specific with good sensitivity as assessed by real-life practitioners. Early detection of 5 NDDs and PNDs was efficient and led to a possible 31% reduction in PND incidence. TRIAL REGISTRATION ClinicalTrials.gov NCT06301087; https://www.clinicaltrials.gov/study/NCT06301087.
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Affiliation(s)
| | | | | | | | | | | | - Jean-David Zeitoun
- Centre d'Epidémiologie Clinique, Hôtel Dieu Hospital, Assistance Publique Hopitaux de Paris, Paris, France
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Martins B, Baba MY, Dimateo EM, Costa LF, Camara AS, Lukasova K, Nucci MP. Investigating Dyslexia through Diffusion Tensor Imaging across Ages: A Systematic Review. Brain Sci 2024; 14:349. [PMID: 38672001 PMCID: PMC11047980 DOI: 10.3390/brainsci14040349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 03/17/2024] [Accepted: 03/28/2024] [Indexed: 04/28/2024] Open
Abstract
Dyslexia is a neurodevelopmental disorder that presents a deficit in accuracy and/or fluency while reading or spelling that is not expected given the level of cognitive functioning. Research indicates brain structural changes mainly in the left hemisphere, comprising arcuate fasciculus (AF) and corona radiata (CR). The purpose of this systematic review is to better understand the possible methods for analyzing Diffusion Tensor Imaging (DTI) data while accounting for the characteristics of dyslexia in the last decade of the literature. Among 124 articles screened from PubMed and Scopus, 49 met inclusion criteria, focusing on dyslexia without neurological or psychiatric comorbidities. Article selection involved paired evaluation, with a third reviewer resolving discrepancies. The selected articles were analyzed using two topics: (1) a demographic and cognitive assessment of the sample and (2) DTI acquisition and analysis. Predominantly, studies centered on English-speaking children with reading difficulties, with preserved non-verbal intelligence, attention, and memory, and deficits in reading tests, rapid automatic naming, and phonological awareness. Structural differences were found mainly in the left AF in all ages and in the bilateral superior longitudinal fasciculus for readers-children and adults. A better understanding of structural brain changes of dyslexia and neuroadaptations can be a guide for future interventions.
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Affiliation(s)
- Bruce Martins
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Mariana Yumi Baba
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Elisa Monteiro Dimateo
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Leticia Fruchi Costa
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Aila Silveira Camara
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Katerina Lukasova
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Mariana Penteado Nucci
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
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Naghibi N, Jahangiri N, Khosrowabadi R, Eickhoff CR, Eickhoff SB, Coull JT, Tahmasian M. Embodying Time in the Brain: A Multi-Dimensional Neuroimaging Meta-Analysis of 95 Duration Processing Studies. Neuropsychol Rev 2024; 34:277-298. [PMID: 36857010 PMCID: PMC10920454 DOI: 10.1007/s11065-023-09588-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Accepted: 10/05/2022] [Indexed: 03/02/2023]
Abstract
Time is an omnipresent aspect of almost everything we experience internally or in the external world. The experience of time occurs through such an extensive set of contextual factors that, after decades of research, a unified understanding of its neural substrates is still elusive. In this study, following the recent best-practice guidelines, we conducted a coordinate-based meta-analysis of 95 carefully-selected neuroimaging papers of duration processing. We categorized the included papers into 14 classes of temporal features according to six categorical dimensions. Then, using the activation likelihood estimation (ALE) technique we investigated the convergent activation patterns of each class with a cluster-level family-wise error correction at p < 0.05. The regions most consistently activated across the various timing contexts were the pre-SMA and bilateral insula, consistent with an embodied theory of timing in which abstract representations of duration are rooted in sensorimotor and interoceptive experience, respectively. Moreover, class-specific patterns of activation could be roughly divided according to whether participants were timing auditory sequential stimuli, which additionally activated the dorsal striatum and SMA-proper, or visual single interval stimuli, which additionally activated the right middle frontal and inferior parietal cortices. We conclude that temporal cognition is so entangled with our everyday experience that timing stereotypically common combinations of stimulus characteristics reactivates the sensorimotor systems with which they were first experienced.
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Affiliation(s)
- Narges Naghibi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Nadia Jahangiri
- Faculty of Psychology & Education, Allameh Tabataba'i University, Tehran, Iran
| | - Reza Khosrowabadi
- Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
| | - Claudia R Eickhoff
- Institute of Neuroscience and Medicine Research, Structural and functional organisation of the brain (INM-1), Jülich Research Center, Jülich, Germany
- Institute of Clinical Neuroscience and Medical Psychology, Medical Faculty, Heinrich Heine University, Düsseldorf, Germany
| | - Simon B Eickhoff
- Institute of Neuroscience and Medicine Research, Brain and Behaviour (INM-7), Jülich Research Center, Wilhelm-Johnen-Straße, Jülich, Germany
- Institute for Systems Neuroscience, Medical Faculty, Heinrich-Heine University, Düsseldorf, Germany
| | - Jennifer T Coull
- Laboratoire de Neurosciences Cognitives (UMR 7291), Aix-Marseille Université & CNRS, Marseille, France
| | - Masoud Tahmasian
- Institute of Neuroscience and Medicine Research, Brain and Behaviour (INM-7), Jülich Research Center, Wilhelm-Johnen-Straße, Jülich, Germany.
- Institute for Systems Neuroscience, Medical Faculty, Heinrich-Heine University, Düsseldorf, Germany.
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5
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Couvignou M, Tillmann B, Caclin A, Kolinsky R. Do developmental dyslexia and congenital amusia share underlying impairments? Child Neuropsychol 2023; 29:1294-1340. [PMID: 36606656 DOI: 10.1080/09297049.2022.2162031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 12/19/2022] [Indexed: 01/07/2023]
Abstract
Developmental dyslexia and congenital amusia have common characteristics. Yet, their possible association in some individuals has been addressed only scarcely. Recently, two converging studies reported a sizable comorbidity rate between these two neurodevelopmental disorders (Couvignou et al., Cognitive Neuropsychology 2019; Couvignou & Kolinsky, Neuropsychologia 2021). However, the reason for their association remains unclear. Here, we investigate the hypothesis of shared underlying impairments between dyslexia and amusia. Fifteen dyslexic children with amusia (DYS+A), 15 dyslexic children without amusia (DYS-A), and two groups of 25 typically developing children matched on either chronological age (CA) or reading level (RL) were assessed with a behavioral battery aiming to investigate phonological and pitch processing capacities at auditory memory, perceptual awareness, and attentional levels. Overall, our results suggest that poor auditory serial-order memory increases susceptibility to comorbidity between dyslexia and amusia and may play a role in the development of the comorbid phenotype. In contrast, the impairments observed in the DYS+A children for auditory item memory, perceptual awareness, and attention might be a consequence of their reduced reading experience combined with weaker musical skills. Comparing DYS+A and DYS-A children suggests that the latter are more resourceful and/or have more effective compensatory strategies, or that their phenotype results from a different developmental trajectory. We will discuss the relevance of these findings for delving into the etiology of these two developmental disorders and address their implications for future research and practice.
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Affiliation(s)
- Manon Couvignou
- Unité de Recherche en Neurosciences Cognitives (Unescog), Center for Research in Cognition & Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University Lyon 1, Lyon, France
| | - Anne Caclin
- Lyon Neuroscience Research Center, CNRS, UMR 5292, INSERM, U1028, Lyon, France
- University Lyon 1, Lyon, France
| | - Régine Kolinsky
- Unité de Recherche en Neurosciences Cognitives (Unescog), Center for Research in Cognition & Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Brussels, Belgium
- Fonds de la Recherche Scientifique-FNRS (FRS-FNRS), Brussels, Belgium
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Lachmann T, Bergström K. The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2023. [DOI: 10.1007/s41809-023-00118-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
AbstractDevelopmental dyslexia is a neurodevelopmental disorder characterized by an unexpected impairment in literacy acquisition leading to specific poor academic achievement and possible secondary symptoms. The multi-level framework of developmental dyslexia considers five levels of a causal pathway on which a given genotype is expressed and hierarchically transmitted from one level to the next under the increasing influence of individual learning-relevant traits and environmental factors moderated by cultural conditions. These levels are the neurobiological, the information processing and the skill level (prerequisites and acquisition of literacy skills), the academic achievement level and the level of secondary effects. Various risk factors are present at each level within the assumed causal pathway and can increase the likelihood of exhibiting developmental dyslexia. Transition from one level to the next is neither unidirectional nor inevitable. This fact has direct implications for prevention and intervention which can mitigate transitions from one level to the next. In this paper, various evidence-based theories and findings regarding deficits at different levels are placed in the proposed framework. In addition, the moderating effect of cultural impact at and between information processing and skill levels are further elaborated based on a review of findings regarding influences of different writing systems and orthographies. These differences impose culture-specific demands for literacy-specific cognitive procedures, influencing both literacy acquisition and the manifestation of developmental dyslexia.
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Lorusso ML, Toraldo A. Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention? Brain Sci 2023; 13:brainsci13020328. [PMID: 36831871 PMCID: PMC9954758 DOI: 10.3390/brainsci13020328] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 02/09/2023] [Accepted: 02/11/2023] [Indexed: 02/17/2023] Open
Abstract
Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective.
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Affiliation(s)
- Maria Luisa Lorusso
- Scientific Institute IRCCS E. Medea, 23842 Bosisio Parini, Italy
- Correspondence:
| | - Alessio Toraldo
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy
- Milan Center for Neuroscience, NeuroMI, 20126 Milan, Italy
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8
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Stein J. Theories about Developmental Dyslexia. Brain Sci 2023; 13:208. [PMID: 36831750 PMCID: PMC9954267 DOI: 10.3390/brainsci13020208] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 01/22/2023] [Accepted: 01/23/2023] [Indexed: 01/28/2023] Open
Abstract
Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many other causes of such failure. To overcome this problem, many new psychological, signal detection, and neurological theories have been introduced recently. All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. These are provided by large 'magnocellular' neurones which respond rapidly to sensory transients. The evidence for this conclusion is overwhelming. Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children's reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance. This may often impart the exceptional 'holistic' talents that have been ascribed to them and that society needs to nurture.
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Affiliation(s)
- John Stein
- Department of Physiology, Anatomy & Genetics, Oxford University, Oxford OX1 3PT, UK
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de Assis Leão SES, Menezes Lage G, Pedra de Souza R, Holanda Marinho Nogueira NGD, Vieira Pinheiro ÂM. Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis. Dev Neuropsychol 2023; 48:1-30. [PMID: 36576148 DOI: 10.1080/87565641.2022.2157833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Dyslexic children have impairments in working memory and manual dexterity. Studies have shown that when cognitive development has deficits, motor development is often impaired, indicating a strong interconnection between both domains, and the possibility of interference with each other's proper functioning. Thus, a new literature review is necessary to understand which components of working memory and manual dexterity are affected in dyslexic children and the possible relationship between them. This review aimed to perform a systematic review and meta-analysis to analyze both skills in dyslexic children. The protocol was carried out according to the criteria established by PRISMA being registered at PROSPERO under number CRD 42021238901. Six literature databases were searched to locate studies published between 2001 and 2021: EMBASE, ERIC, ISI Web of Science, PubMed, PsycINFO, and Scopus. 21 studies met the inclusion criteria. The findings suggest that dyslexic children have significantly poorer visuospatial and verbal working memory with more impairments in the phonological loop. No significant differences were found in manual dexterity.
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Affiliation(s)
| | - Guilherme Menezes Lage
- Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Escola de Educação Física, Fisioterapia e Terapia Ocupacional, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Renan Pedra de Souza
- Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Dorofeeva SV, Iskra E, Goranskaya D, Gordeyeva E, Serebryakova M, Zyryanov A, Akhutina TV, Dragoy O. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3809-3826. [PMID: 36075212 DOI: 10.1044/2022_jslhr-21-00687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The main purpose of this study was to investigate whether the performance on each of seven phonological processing (PP) tests from the Russian Test of Phonological Processing (RuToPP), with their varying levels of linguistic complexity and composite phonological indices, are significant predictors of developmental dyslexia (DD) and can reliably differentiate children with and without reading impairment. Additionally, we examined the general contribution of phonological skills to text reading fluency in children with various levels of reading performance. METHOD A total of 173 Russian-speaking 7- to 11-year-old children participated in this study: 124 who were typically developing (TD) and 49 who had been diagnosed with DD. We assessed reading fluency with a standardized reading test and PP with the RuToPP. We investigated the potential of phonological skills to predict the presence or absence of a dyslexia diagnosis using multinomial logistic regression, receiver operating characteristic (ROC) curve analysis, and calculations of the sensitivity and specificity of each test and index. The contribution of phonological skills to reading fluency was also assessed in a mixed group of children. RESULTS Six of seven RuToPP tests were significant predictors of dyslexia. However, while the RuToPP correctly identified 93%-99% of TD children, for children with dyslexia, it ranged from 4% to 47% depending on the test. In a mixed group of children with and without dyslexia, performance in the more complex phonological tests was a stronger predictor of reading fluency. CONCLUSIONS Our findings are consistent with the literature on predictors of literacy skills and dyslexia while uniquely demonstrating the impact of the complexity level of the phonological tests on the classification outcome. PP is a significant and necessary predictor of reading skills, but it is not sufficient for diagnostic purposes. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20779294.
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Affiliation(s)
| | - Ekaterina Iskra
- HSE University, Moscow, Russia
- Center for Speech Pathology and Neurorehabilitation, Moscow, Russia
| | | | | | | | | | | | - Olga Dragoy
- HSE University, Moscow, Russia
- Institute of Linguistics, Russian Academy of Sciences, Moscow
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Ligges C, Lehmann T. Multiple Case Studies in German Children with Dyslexia: Characterization of Phonological, Auditory, Visual, and Cerebellar Processing on the Group and Individual Levels. Brain Sci 2022; 12:1292. [PMID: 36291226 PMCID: PMC9599942 DOI: 10.3390/brainsci12101292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 09/20/2022] [Accepted: 09/21/2022] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND The underlying mechanisms of dyslexia are still debated. The question remains as to whether there is evidence of a predominant type of deficit or whether it is a multideficit disorder with individual profiles. The assumptions of which mechanism causes the disorder influences the selection of the training approach. METHODS A sample of German neurotypical reading children (NT) and children with dyslexia (DYSL) was investigated with a comprehensive behavioral test battery assessing phonological, auditory, visual, and cerebellar performance, thus addressing performance described in three major theories in dyslexia. RESULTS In the present sample using the test battery of the present study, DYSL had the strongest impairment in phonological and auditory processing, accompanied by individual processing deficits in cerebellar performance, but only a few in the investigated visual domains. Phonological awareness and auditory performance were the only significant predictors for reading ability. CONCLUSION These findings point out that those reading difficulties were associated with phonological as well as auditory processing deficits in the present sample. Future research should investigate individual deficit profiles longitudinally, with studies starting before literacy acquisition at as many processing domains as possible. These individual deficit profiles should then be used to select appropriate interventions to promote reading and spelling.
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Affiliation(s)
- Carolin Ligges
- Department of Child and Adolescent Psychiatry, Psychosomatic Medicine and Psychotherapy, Jena University Hospital, Friedrich Schiller University Jena, 07743 Jena, Germany
| | - Thomas Lehmann
- Institute of Medical Statistics, Computer and Data Sciences, Jena University Hospital, Friedrich Schiller University Jena, 07743 Jena, Germany
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Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia. Brain Sci 2022; 12:brainsci12040425. [PMID: 35447957 PMCID: PMC9027514 DOI: 10.3390/brainsci12040425] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 03/10/2022] [Accepted: 03/21/2022] [Indexed: 11/17/2022] Open
Abstract
In a recent paper, Share discussed four different “Common Misconceptions about the Phonological Deficit Theory of Dyslexia” and described this theory as “a model of true scientific progress” and a clear “success story”. In this note, I argue that at least part of the success of this theory is due to the lack of explicit predictions which make it very difficult (if possible) to test its predictions, and, possibly, falsify the theory. Some areas of pertinent research, including categorical phoneme perception, picture naming, and phonological awareness are summarized. Furthermore, two lines of research in which groups of researchers have attempted to formulate more explicit predictions are briefly outlined. It is concluded that, although much research has variously referred to the phonological deficit theory of dyslexia, the resulting large body of evidence presents a complex pattern of results which, in the absence of an explicit formulation of the theory, is extremely difficult to frame within a unitary interpretation. Overall, what seems needed is a theoretical formulation that, on the one hand, can account for the complex pattern of available evidence and, on the other hand, provide testable predictions for future research.
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Share DL. Common Misconceptions about the Phonological Deficit Theory of Dyslexia. Brain Sci 2021; 11:brainsci11111510. [PMID: 34827508 PMCID: PMC8615585 DOI: 10.3390/brainsci11111510] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 10/31/2021] [Accepted: 11/02/2021] [Indexed: 11/18/2022] Open
Abstract
In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.
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Affiliation(s)
- David L Share
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa 3498838, Israel
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Magimairaj BM, Nagaraj NK, Champlin CA, Thibodeau LK, Loeb DF, Gillam RB. Speech Perception in Noise Predicts Oral Narrative Comprehension in Children With Developmental Language Disorder. Front Psychol 2021; 12:735026. [PMID: 34744907 PMCID: PMC8566731 DOI: 10.3389/fpsyg.2021.735026] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 09/17/2021] [Indexed: 11/13/2022] Open
Abstract
We examined the relative contribution of auditory processing abilities (tone perception and speech perception in noise) after controlling for short-term memory capacity and vocabulary, to narrative language comprehension in children with developmental language disorder. Two hundred and sixteen children with developmental language disorder, ages 6 to 9 years (Mean = 7; 6), were administered multiple measures. The dependent variable was children's score on the narrative comprehension scale of the Test of Narrative Language. Predictors were auditory processing abilities, phonological short-term memory capacity, and language (vocabulary) factors, with age, speech perception in quiet, and non-verbal IQ as covariates. Results showed that narrative comprehension was positively correlated with the majority of the predictors. Regression analysis suggested that speech perception in noise contributed uniquely to narrative comprehension in children with developmental language disorder, over and above all other predictors; however, tone perception tasks failed to explain unique variance. The relative importance of speech perception in noise over tone-perception measures for language comprehension reinforces the need for the assessment and management of listening in noise deficits and makes a compelling case for the functional implications of complex listening situations for children with developmental language disorder.
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Affiliation(s)
- Beula M Magimairaj
- Communicative Disorders and Deaf Education, Emma Eccles Jones Early Childhood Education and Research Center, Utah State University, Logan, UT, United States
| | - Naveen K Nagaraj
- Communicative Disorders and Deaf Education, Emma Eccles Jones Early Childhood Education and Research Center, Utah State University, Logan, UT, United States
| | - Craig A Champlin
- Speech, Language, and Hearing Sciences, The University of Texas at Austin, Austin, TX, United States
| | - Linda K Thibodeau
- Callier Center for Communication Disorders, The University of Texas at Dallas, Dallas, TX, United States
| | - Diane F Loeb
- Communication Sciences and Disorders, Baylor University, Waco, TX, United States
| | - Ronald B Gillam
- Communicative Disorders and Deaf Education, Emma Eccles Jones Early Childhood Education and Research Center, Utah State University, Logan, UT, United States
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