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Research in Developmental Disabilities Jun 2024Children with developmental language disorder (DLD) have a high rate of co-occurring reading difficulties. The current study aims to (i) examine which factors within the... (Review)
Review
Children with developmental language disorder (DLD) have a high rate of co-occurring reading difficulties. The current study aims to (i) examine which factors within the Active View of Reading (AVR; Duke & Cartwright, 2021) apply to individuals with DLD and (ii) investigate other possible factors that relate to reading comprehension ability in individuals with DLD, outside the components in the AVR. Electronic database search and journal hand-search yielded 5058 studies published before March 2022 related to reading comprehension in children with DLD. 4802 articles were excluded during abstract screening, yielding 256 studies eligible for full-text review. Following full-text review, 44 studies were included and further coded for demographics, language of assessment, description of reported disabilities, behavioral assessment, and reading comprehension assessment. While the results aligned with the AVR model, three additional factors were identified as significantly relating to reading comprehension abilities in children with DLD: expressive language (oral and written), question types of reading assessment, and language disorder history. Specifically, expressive language was positively associated with reading comprehension ability, while resolved DLD showed higher reading comprehension abilities than persistent DLD. Furthermore, children with DLD may face additional difficulties in comprehending inference-based questions. This study provides factors for researchers, educators, and clinical professionals to consider when evaluating the reading comprehension of individuals with DLD. Future research should further explore the relative importance of factors of the AVR to reading comprehension outcomes throughout development.
Topics: Humans; Comprehension; Language Development Disorders; Reading; Child; Dyslexia
PubMed: 38663332
DOI: 10.1016/j.ridd.2024.104731 -
The Cochrane Database of Systematic... Nov 2020Gender dysphoria is described as a mismatch between an individual's experienced or expressed gender and their assigned gender, based on primary or secondary sexual...
BACKGROUND
Gender dysphoria is described as a mismatch between an individual's experienced or expressed gender and their assigned gender, based on primary or secondary sexual characteristics. Gender dysphoria can be associated with clinically significant psychological distress and may result in a desire to change sexual characteristics. The process of adapting a person's sexual characteristics to their desired sex is called 'transition.' Current guidelines suggest hormonal and, if needed, surgical intervention to aid transition in transgender women, i.e. persons who aim to transition from male to female. In adults, hormone therapy aims to reverse the body's male attributes and to support the development of female attributes. It usually includes estradiol, antiandrogens, or a combination of both. Many individuals first receive hormone therapy alone, without surgical interventions. However, this is not always sufficient to change such attributes as facial bone structure, breasts, and genitalia, as desired. For these transgender women, surgery may then be used to support transition.
OBJECTIVES
We aimed to assess the efficacy and safety of hormone therapy with antiandrogens, estradiol, or both, compared to each other or placebo, in transgender women in transition.
SEARCH METHODS
We searched MEDLINE, the Cochrane Central Register of Controlled Trials (CENTRAL), Embase, Biosis Preview, PsycINFO, and PSYNDEX. We carried out our final searches on 19 December 2019.
SELECTION CRITERIA
We aimed to include randomised controlled trials (RCTs), quasi-RCTs, and cohort studies that enrolled transgender women, age 16 years and over, in transition from male to female. Eligible studies investigated antiandrogen and estradiol hormone therapies alone or in combination, in comparison to another form of the active intervention, or placebo control.
DATA COLLECTION AND ANALYSIS
We used standard methodological procedures expected by Cochrane to establish study eligibility.
MAIN RESULTS
Our database searches identified 1057 references, and after removing duplicates we screened 787 of these. We checked 13 studies for eligibility at the full text screening stage. We excluded 12 studies and identified one as an ongoing study. We did not identify any completed studies that met our inclusion criteria. The single ongoing study is an RCT conducted in Thailand, comparing estradiol valerate plus cyproterone treatment with estradiol valerate plus spironolactone treatment. The primary outcome will be testosterone level at three month follow-up.
AUTHORS' CONCLUSIONS
We found insufficient evidence to determine the efficacy or safety of hormonal treatment approaches for transgender women in transition. This lack of studies shows a gap between current clinical practice and clinical research. Robust RCTs and controlled cohort studies are needed to assess the benefits and harms of hormone therapy (used alone or in combination) for transgender women in transition. Studies should specifically focus on short-, medium-, and long-term adverse effects, quality of life, and participant satisfaction with the change in male to female body characteristics of antiandrogen and estradiol therapy alone, and in combination. They should also focus on the relative effects of these hormones when administered orally, transdermally, and intramuscularly. We will include non-controlled cohort studies in the next iteration of this review, as our review has shown that such studies provide the highest quality evidence currently available in the field. We will take into account methodological limitations when doing so.
Topics: Androgen Antagonists; Drug Therapy, Combination; Estradiol; Estrogens; Female; Humans; Male; Placebos; Sex Reassignment Procedures; Transgender Persons
PubMed: 33251587
DOI: 10.1002/14651858.CD013138.pub2 -
Developmental Neuropsychology 2024This systematic review aimed to examine the possible implication of visual-perceptual, visuo-attentional and oculomotor processing in the reading deficits frequently... (Review)
Review
This systematic review aimed to examine the possible implication of visual-perceptual, visuo-attentional and oculomotor processing in the reading deficits frequently experienced by children with Neurofibromatosis type 1 (NF1), as previously shown in dyslexia. Using PRISMA methodological guidelines, we examined 49 studies; most of these reported visual-processing deficits in this population, raising the importance of directly studying the visuo-perceptual and visuo-attentional processes and eye-movement control involved in the learning-to-read process in NF1. The discussion provides a reflection for a better understanding of how visual-processing skills interact with reading deficits in NF1, as well as new avenues for their screening and care.
Topics: Child; Humans; Reading; Neurofibromatosis 1; Dyslexia; Visual Perception; Learning
PubMed: 38469855
DOI: 10.1080/87565641.2024.2326151 -
Clinical & Experimental Optometry Sep 2020This systematic review presents the existing scientific evidence for oculomotor anomalies in children with three different types of learning disorders - namely,...
This systematic review presents the existing scientific evidence for oculomotor anomalies in children with three different types of learning disorders - namely, dyslexia, dyspraxia and attention deficit-hyperactivity disorder (ADHD). This review was registered in the PROSPERO database (registration number: 139317). The QUADAS-2 tool was used to systematically evaluate the quality of the diagnostic tests used in the evaluated studies and to confirm whether the oculomotor alterations observed in the different groups of children with various learning disorders had a consistent diagnostic basis. Using this tool, the design of the articles was well elaborated, although concerns exist regarding the selection of patients and the diagnostic criteria for the binocular conditions. All the studies reviewed conclude that a pattern of oculomotor anomalies exist in the groups of children with these three types of learning disorders compared to healthy children. However, there is a concern regarding the diagnostic methodology, as no clear range of normality for the parameters used to characterise ocular motility was identified and no gold standard or reference test has been defined. In future studies, this range of normality must be developed for different oculomotor skills, and a reference test (possibly video-oculography) for the measurement of these skills must be established.
Topics: Attention Deficit Disorder with Hyperactivity; Child; Dyslexia; Eye Movements; Humans; Ocular Motility Disorders; Oculomotor Muscles
PubMed: 31869866
DOI: 10.1111/cxo.13024 -
Children (Basel, Switzerland) Jun 2024Neurodevelopmental disorders can be studied from two distinct perspectives: an internal approach, which examines the causes and consequences of these disorders; and a... (Review)
Review
UNLABELLED
Neurodevelopmental disorders can be studied from two distinct perspectives: an internal approach, which examines the causes and consequences of these disorders; and a contextual approach, which considers the role of the family in the lives of children and adolescents. Research has demonstrated that the most significant form of family involvement in families raising a child with NDD is through homework. This involvement has been shown to have an emotional impact on children with neurodevelopmental disorders such as ADHD or dyslexia. The objective of this study is to review published articles on homework and neurodevelopmental disorders, with particular attention to the role of the family and the emotional health of children and families.
METHOD
The review followed the PRISMA guidelines. The final sample consisted of 11 articles, with samples ranging from less than 30 participants to more than 100 at the international level.
RESULTS
The results demonstrate the complex methodological and bibliometric picture of the final sample, as well as the many emotional and contextual variables that influence the relationship between homework and neurodevelopmental disorders.
CONCLUSIONS
Future research should consider how emotional health affects the engagement of families with children with neurodevelopmental disorders.
PubMed: 38929292
DOI: 10.3390/children11060713 -
Language, Speech, and Hearing Services... Oct 2022The present meta-analysis sought to investigate the effects of phonemic awareness instruction provided to children suspected of having a reading disability. (Meta-Analysis)
Meta-Analysis
PURPOSE
The present meta-analysis sought to investigate the effects of phonemic awareness instruction provided to children suspected of having a reading disability.
METHOD
Seven databases were systematically searched, and 1,643 unique manuscripts were reviewed for inclusion. Data were extracted from 138 included manuscripts to evaluate the use of phonemic awareness instruction with children suspected of having a reading disability. A random effects model was then used to conduct a meta-analysis of these data with regard to child outcomes.
RESULTS
Gains in this population associated with phonemic awareness instruction can vary as a function of the outcome being used. On average, phonemic awareness instruction had a medium effect on composite ( = 0.511) and segmentation ( = 0.571) outcomes and a small effect on outcomes measuring blending ( = 0.341), first sound identification ( = 0.428), and deletion ( = 0.248). Instruction effects were strongest in kindergarten and first grade, but positive outcomes were also found for older children. There was not a significant relationship between cumulative intervention intensity and child performance.
CONCLUSIONS
The present meta-analysis confirms that phonemic awareness instruction can be effective with children of varying ages and that significant gains can be observed on the key outcome measures of segmentation and blending. Graphemes should be incorporated into phonemic awareness instruction, and future studies need to provide information on dosage beyond just the length and frequency of sessions to clarify which aspects of these interventions are most efficient.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.20277714.
Topics: Adolescent; Awareness; Child; Dyslexia; Educational Status; Humans; Phonetics; Schools
PubMed: 35858272
DOI: 10.1044/2022_LSHSS-21-00160 -
Human Brain Mapping Feb 2022Noninvasive brain stimulation (NIBS) allows to actively and noninvasively modulate brain function. Aside from inhibiting specific processes, NIBS may also enhance...
Noninvasive brain stimulation (NIBS) allows to actively and noninvasively modulate brain function. Aside from inhibiting specific processes, NIBS may also enhance cognitive functions, which might be used for the prevention and intervention of learning disabilities such as dyslexia. However, despite the growing interest in modulating learning abilities, a comprehensive, up-to-date review synthesizing NIBS studies with dyslexics is missing. Here, we fill this gap and elucidate the potential of NIBS as treatment option in dyslexia. The findings of the 15 included studies suggest that repeated sessions of reading training combined with different NIBS protocols may induce long-lasting improvements of reading performance in child and adult dyslexics, opening promising avenues for future research. In particular, the "classical" reading areas seem to be most successfully modulated through NIBS, and facilitatory protocols can improve various reading-related subprocesses. Moreover, we emphasize the need to further explore the potential to modulate auditory cortex function as a preintervention and intervention approach for affected children, for example, to avoid the development of auditory and phonological difficulties at the core of dyslexia. Finally, we outline how future studies may increase our understanding of the neurobiological basis of NIBS-induced improvements in dyslexia.
Topics: Dyslexia; Humans; Transcranial Direct Current Stimulation; Transcranial Magnetic Stimulation
PubMed: 34716977
DOI: 10.1002/hbm.25700 -
Annals of Dyslexia Oct 2022Given the increased evidence suggesting the presence of binocular coordination deficits in dyslexia, investigations of binocular eye movements are beneficial to clarify...
Given the increased evidence suggesting the presence of binocular coordination deficits in dyslexia, investigations of binocular eye movements are beneficial to clarify the underlying causes of reading difficulties. This systematic review aims to (a) synthesize the literature through the examination of binocular coordination in children with dyslexia by describing the normative development of stable binocular control and (b) outline future directions. Boolean expressions in the PubMed search were used to define papers. Following a literature search and selection process, 25 papers were included. Studies using binocular eye tracking during linguistic and nonlinguistic tasks in children with dyslexia and typical development 5-17 years of age are reviewed. The studies reviewed provided consistent evidence of poor binocular coordination in children with dyslexia, but the results associated with different task characteristics were less consistent. The relation between binocular coordination deficits and reading difficulties needs to be further elucidated in longitudinal studies which may provide future treatments targeting the binocular viewing system in dyslexia.
Topics: Child; Dyslexia; Eye Movements; Humans; Linguistics; Reading; Vision, Binocular
PubMed: 35486327
DOI: 10.1007/s11881-022-00256-2 -
Neuropsychologia Jan 2020The voice-tagging hypothesis claims that individuals who better represent pitch information in a speaker's voice, as measured with the frequency following response...
The voice-tagging hypothesis claims that individuals who better represent pitch information in a speaker's voice, as measured with the frequency following response (FFR), will be better at speech-in-noise perception. The hypothesis has been provided to explain how music training might improve speech-in-noise perception. This paper reviews studies that are relevant to the voice-tagging hypothesis, including studies on musicians and nonmusicians. Most studies on musicians show greater f0 amplitude compared to controls. Most studies on nonmusicians do not show group differences in f0 amplitude. Across all studies reviewed, f0 amplitude does not consistently predict accuracy in speech-in-noise perception. The evidence suggests that music training does not improve speech-in-noise perception via enhanced subcortical representation of the f0.
Topics: Discrimination, Psychological; Humans; Music; Pitch Perception; Speech Perception; Voice
PubMed: 31715197
DOI: 10.1016/j.neuropsychologia.2019.107256 -
BMC Public Health May 2022This review is focused on workers with developmental dyslexia (DD). In this review DD is considered an expression of neurodiversity, a consequence of a natural variant...
BACKGROUND
This review is focused on workers with developmental dyslexia (DD). In this review DD is considered an expression of neurodiversity, a consequence of a natural variant of the brain. Evidence was synthesized to explore which factors workers with DD consider relevant for their participation in work and whether these factors reflect shifts in the concepts of health and sustainable employability. The factors were classified according to the International Classification of Functioning, Disability and Health (ICF), adapted for occupational health.
METHODS
A systematic review of qualitative studies was performed. Two search strings were used to determine the population and the context of work. The factors were classified using a recently proposed rearrangement of the ICF scheme that places participation in a central position and incorporates preliminary lists of work-related environmental factors and personal factors.
RESULTS
Fifty-one factors were found that appeared in 35% or more of the included studies and that were relevant to work participation according to the workers themselves. These factors were dispersed over all ICF categories. In the category Functions and Structures (11 factors), most of the factors had negative connotations. In the category Activities (9 factors), all the factors cause difficulties, except speaking (which is ambiguous). In the category Participation (4 factors), the formal relationships are important for the degree of participation. Overall, more than half of the factors are environmental (18) or personal (9) and they both hinder and facilitate work participation.
CONCLUSIONS
The results of this review give an indication for the importance of the biopsychosocial model as a relevant approach for people with a disability in the world of work. This review also adds data for the usefulness of the proposals for the reconsideration of the ICF scheme. The data has not (yet) returned any visible trends revealing that the concept of neurodiversity is common in organizations.
Topics: Activities of Daily Living; Adult; Disability Evaluation; Disabled Persons; Dyslexia; Humans; Qualitative Research
PubMed: 35642026
DOI: 10.1186/s12889-022-13436-x