-
Handbook of Clinical Neurology 2021While there is a long history of rehabilitation for motor deficits following cerebral lesions, less is known about our ability to improve visual deficits. Vision...
While there is a long history of rehabilitation for motor deficits following cerebral lesions, less is known about our ability to improve visual deficits. Vision therapy, prisms, occluders, and filters have been advocated for patients with mild traumatic brain injury, on the premise that some of their symptoms may reflect abnormal visual or ocular motor function, but the evidence for their efficacy is modest. For hemianopia, attempts to restore vision have had unimpressive results, though it appears possible to generate blindsight through training. Strategic approaches that train more efficient use of visual search in hemianopia have shown consistent benefit in visual function, while prism aids may help some patients. There are many varieties of alexia. Strategic adaptation of saccades can improve hemianopic alexia, but there has been less work and mixed results for pure alexia, neglect dyslexia, attentional dyslexia, and the central dyslexias. A number of approaches have been tried in prosopagnosia, with recent studies of small groups suggesting that face perception of prosopagnosic subjects can be enhanced through perceptual learning.
Topics: Adaptation, Physiological; Dyslexia; Hemianopsia; Humans; Perceptual Disorders; Vision Disorders; Visual Perception
PubMed: 33832686
DOI: 10.1016/B978-0-12-821377-3.00015-5 -
Annals of Dyslexia Oct 2023Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish...
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of "a standardized, electronically administered test of dyslexia for use […] from primary Grade 3 and up through all educational levels to 5-year university education." The present paper reports from the development of this National Dyslexia Test. The paper focuses on the definition of dyslexia and the composition, reliability, and validity of the test. Data from the development of the test demonstrate the psychometric properties of the test. Reliability was indicated by a high agreement between the two (computer-administered) measures that are part of the test. External convergent validity was indicated by a high agreement between test results and results from prior practice and by agreement between test results and reading comprehension of educational texts. The paper concludes with a discussion of the practical uses and potential issues with the test since its release in 2015.
Topics: Humans; Dyslexia; Reading; Reproducibility of Results; Comprehension; Educational Status
PubMed: 37418132
DOI: 10.1007/s11881-023-00285-5 -
Perspectives on Psychological Science :... Jul 2023We argue that the educational and psychological sciences must embrace the diversity of reading rather than chase the phantom of normal reading behavior. We critically...
We argue that the educational and psychological sciences must embrace the diversity of reading rather than chase the phantom of normal reading behavior. We critically discuss the research practice of asking participants in experiments to read "normally." We then draw attention to the large cross-cultural and linguistic diversity around the world and consider the enormous diversity of reading situations and goals. Finally, we observe that people bring a huge diversity of brains and experiences to the reading task. This leads to four implications: First, there are important lessons for how to conduct psycholinguistic experiments; second, we need to move beyond Anglocentric reading research and produce models of reading that reflect the large cross-cultural diversity of languages and types of writing systems; third, we must acknowledge that there are multiple ways of reading and reasons for reading, and none of them is normal or better or a "gold standard"; and fourth, we must stop stigmatizing individuals who read differently and for different reasons, and there should be increased focus on teaching the ability to extract information relevant to the person's goals. What is important is not how well people decode written language and how fast people read but what people comprehend given their own stated goals.
Topics: Humans; Reading; Dyslexia; Language; Writing; Linguistics
PubMed: 36355578
DOI: 10.1177/17456916221127226 -
Twin Research and Human Genetics : the... Apr 2020Recounts how our collaboration with Nick Martin was shaped over two decades, leading to the first studies of predictions from the 'Dual Route Cascaded' computational...
Recounts how our collaboration with Nick Martin was shaped over two decades, leading to the first studies of predictions from the 'Dual Route Cascaded' computational model of reading in twins, and extending into the molecular work, first linkage, fine mapping of genes identified in pedigree studies, into now the genomewide association study era and the first polygenic risk scores for reading and their potential in early clarifying causality and validating interventions, as well as for future global collaborations in improving these predictors and identifying causal variants. We highlight Nick's warm, future-focused optimism, support and inclusive approach without which none of this would have been possible. The circle of Nick asking, over half a century ago, 'What genes do you think make some kids get better grades?' has built a diverse scientific legacy involving thousands of papers and collaborations. The (heritable) traits of curiosity, boldness, warmth, interest in societally important questions, openness to new methods, ambition and collaborative skill to bring into being the infrastructure and samples needed for this research are rare, and we are grateful.
Topics: Dyslexia; Genome-Wide Association Study; History, 20th Century; History, 21st Century; Humans; Language; Pedigree; Polymorphism, Single Nucleotide; Reading; Twin Studies as Topic; Twins
PubMed: 32482195
DOI: 10.1017/thg.2020.28 -
Journal of Child Psychology and... Jun 2021Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This...
Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research.
Topics: Child; Developmental Disabilities; Dyscalculia; Dyslexia; Humans; Mathematics
PubMed: 34008198
DOI: 10.1111/jcpp.13434 -
Annals of Dyslexia Oct 2020We suggest that the American poet E.E. Cummings was probably mildly dyslexic. Evidence, which is drawn in particular from inspection of his archival papers, includes...
We suggest that the American poet E.E. Cummings was probably mildly dyslexic. Evidence, which is drawn in particular from inspection of his archival papers, includes consideration of his spelling, letter formation, handwriting, approach to page orientation, proclivity for exploration of the mirror-image, reading and educational history, struggles in the composition of analytical prose, and notable strengths in lateral thinking and the making of surprising lateral connections. We emphasise the importance of Cummings' modernist literary context as the primary shaping force for his literary aesthetic and we resist any simply reductive explanation of his literary style as a function of dyslexia. However, dyslexia may be one factor that contributes to his unique style.
Topics: Dyslexia; Famous Persons; Handwriting; History, 19th Century; History, 20th Century; Humans; Language; Male; Orientation; Reading
PubMed: 32880790
DOI: 10.1007/s11881-020-00206-w -
Pediatric Research Oct 2022Literacy is a major social determinant of health, rooted in skills that develop during early childhood. Children arriving at kindergarten unprepared to learn to read are... (Review)
Review
Literacy is a major social determinant of health, rooted in skills that develop during early childhood. Children arriving at kindergarten unprepared to learn to read are more likely to have low reading proficiency thereafter. General and health literacy are highly correlated, affecting understanding of health conditions, treatment adherence, and transition to self-care and adult healthcare services. The American Academy of Pediatrics (AAP) recommends literacy and school readiness promotion during well-visits and neurodevelopmental surveillance is emphasized across primary and subspecialty care. While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and chronic medical conditions are less appreciated and under-researched. This review applies an eco-bio-developmental framework to explore literacy across five complex chronic conditions affecting millions of children worldwide: asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease. In each, integration of an efficient reading brain network may be impacted by direct factors, such as ischemia, anesthesia, and/or medications, and also indirect factors, such as altered parent-child routines, hospital stays, and missed school. By integrating literacy into care management plans for affected children, pediatric primary care and specialty providers are poised to identify risks early, target guidance and interventions, and improve academic and health outcomes. IMPACT: While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and/or chronic medical conditions such as asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease are substantial, less appreciated, and under-researched. General and health literacy are highly correlated, with implications for the understanding one's health condition, treatment adherence, and transitioning to self-care, which is especially important for children with complex and/or chronic illness. Pediatric primary care and specialty providers are poised to integrate reading and literacy into care management plans for children with complex and/or chronic illness, including early screening, guidance, support, and interventions.
Topics: Child; Humans; Child, Preschool; United States; Asthma; Chronic Disease; Pediatrics; Anemia, Sickle Cell; Dyslexia
PubMed: 35121848
DOI: 10.1038/s41390-022-01934-y -
Neuroscience and Biobehavioral Reviews Dec 2021Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages.... (Review)
Review
Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages. Recently, sensory and cognitive mechanisms have been reported to be potential endophenotypes (EPs) for DD, and nine DD-candidate genes have been identified. Animal models have been used to investigate the etiopathological pathways that underlie the development of complex traits, as they enable the effects of genetic and/or environmental manipulations to be evaluated. Animal research designs have also been linked to cutting-edge clinical research questions by capitalizing on the use of EPs. For the present scoping review, we reviewed previous studies of murine models investigating the effects of DD-candidate genes. Moreover, we highlighted the use of animal models as an innovative way to unravel new insights behind the pathophysiology of reading (dis)ability and to assess cutting-edge preclinical models.
Topics: Animals; Dyslexia; Endophenotypes; Mice; Models, Animal; Multifactorial Inheritance; Reading
PubMed: 34699847
DOI: 10.1016/j.neubiorev.2021.10.022 -
Journal of Stroke and Cerebrovascular... Oct 2020Gerstmann syndrome is defined as a tetrad including agraphia, acalculia, finger agnosia, and right-left disorientation. In the case studies presented in the literature,... (Review)
Review
Gerstmann syndrome is defined as a tetrad including agraphia, acalculia, finger agnosia, and right-left disorientation. In the case studies presented in the literature, it has been reported that Gerstmann syndrome usually appears as an incomplete tetrad of symptoms or accompanied by cognitive deficits including aphasia, alexia, apraxia and some perceptual disorders. Here, we present of the patient with left angular and supramarginal gyrus infarction affecting the parietal lobe. In addition to the symptoms mentioned above, the patient had alexia and anomic aphasia as well. We discussed the clinic appearance and reviewed the current literature.
Topics: Agraphia; Anomia; Cerebral Infarction; Dyscalculia; Dyslexia; Gerstmann Syndrome; Humans; Male; Middle Aged; Parietal Lobe
PubMed: 32912538
DOI: 10.1016/j.jstrokecerebrovasdis.2020.105161 -
BMC Medical Genomics Sep 2023Attention deficit hyperactivity disorder (ADHD) is commonly associated with developmental dyslexia (DD), which are both prevalent and complicated pediatric...
BACKGROUND
Attention deficit hyperactivity disorder (ADHD) is commonly associated with developmental dyslexia (DD), which are both prevalent and complicated pediatric neurodevelopmental disorders that have a significant influence on children's learning and development. Clinically, the comorbidity incidence of DD and ADHD is between 25 and 48%. Children with DD and ADHD may have more severe cognitive deficiencies, a poorer level of schooling, and a higher risk of social and emotional management disorders. Furthermore, patients with this comorbidity are frequently treated for a single condition in clinical settings, and the therapeutic outcome is poor. The development of effective treatment approaches against these diseases is complicated by their comorbidity features. This is often a major problem in diagnosis and treatment. In this study, we developed bioinformatical methodology for the analysis of the comorbidity of these two diseases. As such, the search for candidate genes related to the comorbid conditions of ADHD and DD can help in elucidating the molecular mechanisms underlying the comorbid condition, and can also be useful for genotyping and identifying new drug targets.
RESULTS
Using the ANDSystem tool, the reconstruction and analysis of gene networks associated with ADHD and dyslexia was carried out. The gene network of ADHD included 599 genes/proteins and 148,978 interactions, while that of dyslexia included 167 genes/proteins and 27,083 interactions. When the ANDSystem and GeneCards data were combined, a total of 213 genes/proteins for ADHD and dyslexia were found. An approach for ranking genes implicated in the comorbid condition of the two diseases was proposed. The approach is based on ten criteria for ranking genes by their importance, including relevance scores of association between disease and genes, standard methods of gene prioritization, as well as original criteria that take into account the characteristics of an associative gene network and the presence of known polymorphisms in the analyzed genes. Among the top 20 genes with the highest priority DRD2, DRD4, CNTNAP2 and GRIN2B are mentioned in the literature as directly linked with the comorbidity of ADHD and dyslexia. According to the proposed approach, the genes OPRM1, CHRNA4 and SNCA had the highest priority in the development of comorbidity of these two diseases. Additionally, it was revealed that the most relevant genes are involved in biological processes related to signal transduction, positive regulation of transcription from RNA polymerase II promoters, chemical synaptic transmission, response to drugs, ion transmembrane transport, nervous system development, cell adhesion, and neuron migration.
CONCLUSIONS
The application of methods of reconstruction and analysis of gene networks is a powerful tool for studying the molecular mechanisms of comorbid conditions. The method put forth to rank genes by their importance for the comorbid condition of ADHD and dyslexia was employed to predict genes that play key roles in the development of the comorbid condition. The results can be utilized to plan experiments for the identification of novel candidate genes and search for novel pharmacological targets.
Topics: Humans; Child; Attention Deficit Disorder with Hyperactivity; Gene Regulatory Networks; Dyslexia; Comorbidity; Cell Movement
PubMed: 37667328
DOI: 10.1186/s12920-023-01502-1