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Ibrahimi D, Aviles M, Rodríguez-Reséndiz J. Oculomotor Patterns in Children with Poor Reading Abilities Measured Using the Development Eye Movement Test. J Clin Med 2024; 13:4415. [PMID: 39124682 PMCID: PMC11312819 DOI: 10.3390/jcm13154415] [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: 06/13/2024] [Revised: 07/16/2024] [Accepted: 07/25/2024] [Indexed: 08/12/2024] Open
Abstract
Objectives: The main purpose of this work was to clinically assess the oculomotricity of one hundred Mexican children with poor reading skills but without any specific learning disorder. Methods: The D.E.M. psychometric test was used. Sex and age analyses of the ratio, type, horizontal and vertical performance, and errors were carried out. Results: Our data suggest that 84% of poor readers exhibit oculomotor difficulties. Sex did not significantly influence the results (p > 0.05), whereas age was associated with the horizontal (p = 0.04) and vertical (p = 0.29) performance, as well as the number of errors (p = 0.001). Omissions were the most prevalent error type. Conclusions: This research gives insights into the role of oculomotricity in children with poor reading skills. Our results suggest that oculomotor performance should be included in the evaluation protocol to assess poor readers to identify any influence of the visual system.
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Affiliation(s)
- Danjela Ibrahimi
- Facultad de Medicina, Universidad Autónoma de Querétaro, Santiago de Querétaro 76010, Mexico;
| | - Marcos Aviles
- Facultad de Ingeniería, Universidad Autónoma de Querétaro, Santiago de Querétaro 76010, Mexico;
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Lin F, Li Y, Wang J, Jardines S, King R, Chrenek MA, Wiggs JL, Boatright JH, Geisert EE. POU6F2, a risk factor for glaucoma, myopia and dyslexia, labels specific populations of retinal ganglion cells. Sci Rep 2024; 14:10096. [PMID: 38698014 PMCID: PMC11066091 DOI: 10.1038/s41598-024-60444-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 04/23/2024] [Indexed: 05/05/2024] Open
Abstract
Pou6f2 is a genetic connection between central corneal thickness (CCT) in the mouse and a risk factor for developing primary open-angle glaucoma. POU6F2 is also a risk factor for several conditions in humans, including glaucoma, myopia, and dyslexia. Recent findings demonstrate that POU6F2-positive retinal ganglion cells (RGCs) comprise a number of RGC subtypes in the mouse, some of which also co-stain for Cdh6 and Hoxd10. These POU6F2-positive RGCs appear to be novel of ON-OFF directionally selective ganglion cells (ooDSGCs) that do not co-stain with CART or SATB2 (typical ooDSGCs markers). These POU6F2-positive cells are sensitive to damage caused by elevated intraocular pressure. In the DBA/2J mouse glaucoma model, heavily-labeled POU6F2 RGCs decrease by 73% at 8 months of age compared to only 22% loss of total RGCs (labeled with RBPMS). Additionally, Pou6f2-/- mice suffer a significant loss of acuity and spatial contrast sensitivity along with an 11.4% loss of total RGCs. In the rhesus macaque retina, POU6F2 labels the large parasol ganglion cells that form the magnocellular (M) pathway. The association of POU6F2 with the M-pathway may reveal in part its role in human glaucoma, myopia, and dyslexia.
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Affiliation(s)
- Fangyu Lin
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Ying Li
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Jiaxing Wang
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Sandra Jardines
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
- Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY, 10029, USA
| | - Rebecca King
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Micah A Chrenek
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Janey L Wiggs
- Massachusetts Eye and Ear, Harvard Medical School Boston, Boston, MA, USA
| | - Jeffrey H Boatright
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
- Atlanta Veterans Administration Center for Visual and Neurocognitive Rehabilitation, Decatur, GA, USA
| | - Eldon E Geisert
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA.
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Premeti A, Isel F, Bucci MP. Visuo-Attentional and Phonological Deficits Explored in French Students with Dyslexia: Eye Movements Recorded during a Phonological Lexical Decision Task. Neurol Int 2024; 16:312-326. [PMID: 38525702 PMCID: PMC10961798 DOI: 10.3390/neurolint16020022] [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: 01/22/2024] [Revised: 02/19/2024] [Accepted: 02/28/2024] [Indexed: 03/26/2024] Open
Abstract
Whether dyslexia is caused by phonological or attentional dysfunction remains a widely debated issue. To enrich this debate, we compared the eye movements of 32 French university students with (14 students) and without (18 students) dyslexia while performing a delayed phonological lexical decision task on 300 visually presented stimuli. The processing stimuli involved either a lexical (i.e., words) or a non-lexical route relying on a grapheme-phoneme correspondence (pseudohomophones and pseudowords), while other stimuli involved only a visual search (consonant and symbol sequences). We recorded the number of fixations, the duration of the first fixation and the amplitude of saccades made on the stimuli. Compared to the controls, the participants with dyslexia made more fixations while reading regardless of the type of stimulus (lexical and non-lexical). Crucially, the participants with dyslexia exhibited longer first fixations in particular while reading phonologically challenging stimuli such as pseudohomophones and pseudowords compared to stimuli involving a simple visual search (consonants, symbols). Taken together, these results suggest that both visual and phonological impairments may be implicated in dyslexia, supporting the hypothesis that dyslexia is a multifactorial deficit.
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Affiliation(s)
- Aikaterini Premeti
- MoDyCo, UMR 7114 CNRS Université Paris Nanterre, 92001 Nanterre, France;
| | - Frédéric Isel
- MoDyCo, UMR 7114 CNRS Université Paris Nanterre, 92001 Nanterre, France;
| | - Maria Pia Bucci
- ICAR UMR 5191, CNRS, ENS Lyon—Site Descartes, University of Lyon 2, 69342 Lyon, France
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Striftou A, Zygouris NC, Vlachos F, Patrikelis P, Messinis L. The effectiveness of a reading and cognitive task-based Web delivered intervention program for children with reading difficulties. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-12. [PMID: 38340140 DOI: 10.1080/21622965.2024.2313637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/12/2024]
Abstract
The present study aimed to investigate the improvement of reading ability and cognitive performance of children with reading difficulties through a Web application named "Poke the Reading Ability" (PtRA). PtRA is designed to assist the intervention of reading difficulties in Greek, a language that is more transparent than English. Sixty (60) children between nine (9) to twelve (12) years old (mean age 10.18 years). The baseline assessment consisted of two batteries of reading and cognitive abilities tests. Test-A, a Greek standardized psychometric tool and Askisi, a newly developed neuropsychological battery of tests are adopted to assess reading and cognitive performance. Both tools, were used in order to screen children's reading and cognitive performance before and after implementing the PtRA. The PtRA Web intervention consists of (a) tasks that focus on improving visual and auditory working memory, (b) tasks that improve phonological awareness and decoding, (c) tasks that are adopted to strengthen visual discrimination ability and (d) tasks that improve reading comprehension ability. Following the Web delivered intervention program the results revealed that the reading and cognitive abilities of children with reading difficulties were statistically significant improved in all 9 reading and all 3 cognitive abilities tasks.
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Affiliation(s)
- Aikaterini Striftou
- Laboratory of Digital Neuropsychological Assessment, Department of Informatics and Telecommunications, University of Thessaly, Lamia, Greece
| | - Nikolaos C Zygouris
- Laboratory of Digital Neuropsychological Assessment, Department of Informatics and Telecommunications, University of Thessaly, Lamia, Greece
| | - Filippos Vlachos
- Department of Special Education, University of Thessaly, Volos, Greece
| | - Panayiotis Patrikelis
- Laboratory of Cognitive Neuroscience, Department of Psychology, Aristotle University of Thessaloniki, Greece
| | - Lambros Messinis
- Laboratory of Cognitive Neuroscience, Department of Psychology, Aristotle University of Thessaloniki, Greece
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Lasnick OHM, Hoeft F. Sensory temporal sampling in time: an integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia. Front Hum Neurosci 2024; 17:1294941. [PMID: 38234592 PMCID: PMC10792016 DOI: 10.3389/fnhum.2023.1294941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 12/04/2023] [Indexed: 01/19/2024] Open
Abstract
Much progress has been made in research on the causal mechanisms of developmental dyslexia. In recent years, the "temporal sampling" account of dyslexia has evolved considerably, with contributions from neurogenetics and novel imaging methods resulting in a much more complex etiological view of the disorder. The original temporal sampling framework implicates disrupted neural entrainment to speech as a causal factor for atypical phonological representations. Yet, empirical findings have not provided clear evidence of a low-level etiology for this endophenotype. In contrast, the neural noise hypothesis presents a theoretical view of the manifestation of dyslexia from the level of genes to behavior. However, its relative novelty (published in 2017) means that empirical research focused on specific predictions is sparse. The current paper reviews dyslexia research using a dual framework from the temporal sampling and neural noise hypotheses and discusses the complementary nature of these two views of dyslexia. We present an argument for an integrated model of sensory temporal sampling as an etiological pathway for dyslexia. Finally, we conclude with a brief discussion of outstanding questions.
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Affiliation(s)
- Oliver H. M. Lasnick
- brainLENS Laboratory, Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States
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Zaki ZMM, Ali SA, Ghazali MM, Jam FA. Genetic Modifications of Developmental Dyslexia and Its Representation Using In Vivo, In Vitro Model. Glob Med Genet 2024; 11:76-85. [PMID: 38414980 PMCID: PMC10898997 DOI: 10.1055/s-0044-1781456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024] Open
Abstract
Dyslexia is a genetic and heritable disorder that has yet to discover the treatment of it, especially at the molecular and drug intervention levels. This review provides an overview of the current findings on the environmental and genetic factors involved in developmental dyslexia. The latest techniques used in diagnosing the disease and macromolecular factors findings may contribute to a higher degree of development in detangling the proper management and treatment for dyslexic individuals. Furthermore, this review tried to put together all the models used in the current dyslexia research for references in future studies that include animal models as well as in vitro models and how the previous research has provided consistent data across many years and regions. Thus, we suggest furthering the studies using an organoid model based on the existing gene polymorphism, pathways, and neuronal function input.
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Affiliation(s)
- Zakiyyah M M Zaki
- Department of Neurosciences, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Siti A Ali
- Department of Electronic Engineering, Faculty of Engineering and Green Technology, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia
- Centre for Healthcare Science and Technology, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia
| | - Mazira M Ghazali
- Department of Neurosciences, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
- Faculty of Medicine, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
| | - Faidruz A Jam
- Department of Biochemistry, Faculty of Medicine, Manipal University College Malaysia, Melaka, Malaysia
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Fricke TR, Metha AB, Anderson DP, Lea AK, Anderson AJ. Does vision therapy for visual information processing improve academic performance? A randomised clinical trial. Ophthalmic Physiol Opt 2023; 43:1326-1336. [PMID: 37622450 DOI: 10.1111/opo.13222] [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: 04/22/2023] [Revised: 08/08/2023] [Accepted: 08/11/2023] [Indexed: 08/26/2023]
Abstract
PURPOSE To determine whether a typical vision therapy (VT) programme designed to improve visual information processing (VIP) skills is effective in improving these skills and/or academic performance. METHODS We used a double-blind, randomised clinical trial to compare VIP VT to placebo training. Participating schools referred a sample of 579 early primary school children identified as being within the lower third of their class for literacy. From the referred sample, we identified 247 children eligible to participate (passed visions and auditory processing screening, and VIP performance <34th percentile), 94 of whom participated. Matching IQ, school grade and sex was achieved by sorting hierarchically on these values and then alternately allocating to VT or placebo groups. Both programmes ran for 10 weeks and consisted of 33 h working at home and 4 h working in office. The VT programme was indicative of that employed in Australian paediatric optometry practices, with the placebo programme containing similar activities, except targeting skills within a child's competencies and with specific VIP development activities removed. The main outcome measures were score change on three standardised educational tests (reading comprehension, spelling and mathematics) and six VIP tests, both immediately post-intervention (PI) and 6 months later. RESULTS Sixty-nine children completed the programmes. The VT programme produced no significant improvement in the three educational tests or in five of the six VIP tests compared to the control. The VT programme improved visual sequential memory (VSM) by a moderate amount compared to the control (Cohen's d = 0.57 and 0.52, immediately PI and at 6 months, respectively: p < 0.03 and p < 0.02). CONCLUSIONS The VIP and academic performance benefits from a VT programme were largely identical to those from a control programme, both immediately and 6-month PI. Placebo effects and general effects such as improvements in executive function and/or regression-to-the-mean could be mistaken for specific programme effectiveness.
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Affiliation(s)
- Timothy R Fricke
- Department of Optometry and Vision Sciences, University of Melbourne, Melbourne, Victoria, Australia
- School of Optometry and Vision Science, University of New South Wales, Sydney, New South Wales, Australia
| | - Andrew B Metha
- Department of Optometry and Vision Sciences, University of Melbourne, Melbourne, Victoria, Australia
| | - Dianne P Anderson
- Child and Youth Mental Health, Austin Health, Heidelberg, Victoria, Australia
| | - Amanda K Lea
- School of Optometry and Vision Science, University of New South Wales, Sydney, New South Wales, Australia
| | - Andrew J Anderson
- Department of Optometry and Vision Sciences, University of Melbourne, Melbourne, Victoria, Australia
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Werth R. Dyslexia: Causes and Concomitant Impairments. Brain Sci 2023; 13:brainsci13030472. [PMID: 36979282 PMCID: PMC10046374 DOI: 10.3390/brainsci13030472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 02/07/2023] [Accepted: 03/06/2023] [Indexed: 03/12/2023] Open
Abstract
In recent decades, theories have been presented to explain the nature of dyslexia, but the causes of dyslexia remained unclear. Although the investigation of the causes of dyslexia presupposes a clear understanding of the concept of cause, such an understanding is missing. The present paper proposes the absence of at least one necessary condition or the absence of all sufficient conditions as causes for impaired reading. The causes of impaired reading include: an incorrect fixation location, too short a fixation time, the attempt to recognize too many letters simultaneously, too large saccade amplitudes, and too short verbal reaction times. It is assumed that a longer required fixation time in dyslexic readers results from a functional impairment of areas V1, V2, and V3 that require more time to complete temporal summation. These areas and areas that receive input from them, such as the fusiform gyrus, are assumed to be impaired in their ability to simultaneously process a string of letters. When these impairments are compensated by a new reading strategy, reading ability improves immediately.
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Affiliation(s)
- Reinhard Werth
- Institute for Social Pediatrics and Adolescent Medicine, Ludwig-Maximilians-University of Munich, Haydnstr. 5, D-80336 München, Germany
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