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Annals of Dyslexia Oct 2022Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children...
Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) - who also frequently exhibit a reading impairment - remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding.
Topics: Attention Deficit Disorder with Hyperactivity; Child; Dyslexia; Eye Movements; Eye-Tracking Technology; Humans; Reading
PubMed: 35920972
DOI: 10.1007/s11881-022-00269-x -
Annals of Dyslexia Jul 2023Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG)...
Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an online search of the PubMed and Scopus databases to identify published articles on EEG correlates in children with dyslexia aged 6 to 12 years without comorbidities. We follow the PRISMA guidelines and assess the quality using the Appraisal Tool questionnaire. Our final analysis included 49 studies (14% high quality, 63% medium, 20% low, and 2% very low). Studies differed greatly in methodology, making a summary of their results challenging. However, some points came to light. Even at rest, children with dyslexia and children in the control group exhibited differences in several EEG measures, particularly in theta and alpha frequencies; these frequencies appear to be associated with learning performance. During reading-related tasks, the differences between dyslexic and control children seem more localized in the left temporoparietal sites. The EEG activity of children with dyslexia and children in the control group differed in many aspects, both at rest and during reading-related tasks. Our data are compatible with neuroimaging studies in the same diagnostic group and expand the literature by offering new insights into functional significance.
Topics: Child; Humans; Dyslexia; Reading; Electroencephalography; Learning Disabilities
PubMed: 36417146
DOI: 10.1007/s11881-022-00273-1 -
Prilozi (Makedonska Akademija Na... Jul 2023Today's cell phones are now smartphones, providing a wide range of possibilities for their use, much more than just simple phones. The custom application for the Android...
Today's cell phones are now smartphones, providing a wide range of possibilities for their use, much more than just simple phones. The custom application for the Android operating system, based on an open-source platform for mobile devices is intended for the examination of cognitive functions: attention, concentration and fine motor skills in children of different age groups. The Neurogame application for mobile devices and web platform development is used for retrieving and analyzing mobile application data, providing relevant indicators for the executive functions of the respondents. : The research included 50 children with the developmental disorders ADHD and dyslexia (study group) and 50 healthy children (control group), randomly selected, evenly represented by gender and age. Using the application, we determine attention, concentration and motor skills (reaction speed) as part of the executive functions of the respondents. The web platform has the purpose of gathering and processing the data from the mobile application, as well as their automatic visual representation. : The ANOVA test showed that there are no gender differences in all the studied groups. A statistical correlation analysis showed that age does not affect the results in healthy school children. In children with dyslexia, age affects positively for total hits and negatively for total misses. In children with ADHD, there is a positive correlation with age for all variables except total hits (t H). Student's T-test showed that there were significant differences for the variables' total hits (t H) and total reaction time (t h) in milliseconds between healthy school children and children with dyslexia. Additionally, Student's t-test indicated that there were significant differences for the variables' total tries (t T) and total hits (t H) between healthy school children and children with ADHD. Finally, Student's t-test indicated that there were significant differences for the variable total tries (t T) between children with dyslexia and children with ADHD. Multiple Regression Results showed a significant difference between healthy school children, children with ADHD and children with dyslexia for all variables (total tries (t T), total hits (t H), total misses (t M) and total reaction time in milliseconds (t h)). : The Neurogame application provides a opportunity to assess the motor skills and concentration level, as well as the focus of the target population by measuring the total number of tries, the total number of hits, the total number of misses and the reaction time expressed in milliseconds which are defined as monitoring variables. The development of the web platform and the connection to the application enabled easier access and distribution of the analyzed results to the stakeholders (parents, teachers, therapists or health professionals) in order to further treat the ascertained condition.
Topics: Child; Humans; Mobile Applications; Dyslexia; Attention Deficit Disorder with Hyperactivity; Attention; Reaction Time
PubMed: 37453118
DOI: 10.2478/prilozi-2023-0040 -
Communications Biology Dec 2021For over 150 years, the study of patients with acquired alexia has fueled research aimed at disentangling the neural system critical for reading. An unreached goal,...
For over 150 years, the study of patients with acquired alexia has fueled research aimed at disentangling the neural system critical for reading. An unreached goal, however, relates to the determination of the fiber pathways that root the different visual and linguistic processes needed for accurate word reading. In a unique series of neurosurgical patients with a tumor close to the visual word form area, we combine direct electrostimulation and population-based streamline tractography to map the disconnectivity fingerprints characterizing dissociated forms of alexia. Comprehensive analyses of disconnectivity matrices establish similarities and dissimilarities in the disconnection patterns associated with pure, phonological and lexical-semantic alexia. While disconnections of the inferior longitudinal and posterior arcuate fasciculi are common to all alexia subtypes, disconnections of the long arcuate and vertical occipital fasciculi are specific to phonological and pure alexia, respectively. These findings provide a strong anatomical background for cognitive and neurocomputational models of reading.
Topics: Adult; Alexia, Pure; Dyslexia; Female; Humans; Male; Middle Aged; Nerve Net; Reading; White Matter; Young Adult
PubMed: 34931059
DOI: 10.1038/s42003-021-02943-z -
The European Journal of Neuroscience Jan 2024Working memory is integral to a range of critical cognitive functions such as reasoning and decision-making. Although alterations in working memory have been observed in... (Review)
Review
Neurophysiological measures and correlates of cognitive load in attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia: A scoping review and research recommendations.
Working memory is integral to a range of critical cognitive functions such as reasoning and decision-making. Although alterations in working memory have been observed in neurodivergent populations, there has been no review mapping how cognitive load is measured in common neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia. This scoping review explores the neurophysiological measures used to study cognitive load in these specific populations. Our findings highlight that electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) are the most frequently used methods, with a limited number of studies employing functional near-infrared spectroscopy (fNIRs), magnetoencephalography (MEG) or eye-tracking. Notably, eye-related measures are less commonly used, despite their prominence in cognitive load research among neurotypical individuals. The review also highlights potential correlates of cognitive load, such as neural oscillations in the theta and alpha ranges for EEG studies, blood oxygenation level-dependent (BOLD) responses in lateral and medial frontal brain regions for fMRI and fNIRS studies and eye-related measures such as pupil dilation and blink rate. Finally, critical issues for future studies are discussed, including the technical challenges associated with multimodal approaches, the possible impact of atypical features on cognitive load measures and balancing data richness with participant well-being. These insights contribute to a more nuanced understanding of cognitive load measurement in neurodivergent populations and point to important methodological considerations for future neuroscientific research in this area.
Topics: Humans; Attention Deficit Disorder with Hyperactivity; Autism Spectrum Disorder; Brain; Cognition; Dyslexia
PubMed: 38109476
DOI: 10.1111/ejn.16201 -
International Journal of Environmental... Feb 2023Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor... (Review)
Review
Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.
Topics: Humans; Reading; Neurobiology; Dyslexia; Cerebellum; Cognition
PubMed: 36834011
DOI: 10.3390/ijerph20043315 -
Dyslexia (Chichester, England) May 2022Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education-related...
Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education-related legislation could contribute to continuing discrepancies between psychologists' assessment practices. However, an international "snapshot" of these practices is unavailable. An international comparison of psychologists' dyslexia assessment practices could help ascertain whether there are contextual factors that can foster converging practices. Accordingly, this study systematically reviewed the literature to capture how psychologists identify and/or diagnose dyslexia across English-speaking countries. Quantitative and/or qualitative studies, published between 2013 and 2021, that investigated psychologists' self-reported methods for assessing, identifying, and/or diagnosing individuals with dyslexia were included. Eleven studies (published across fourteen papers) met the inclusion criteria. Most included studies sampled school psychologists who work in the USA. Psychologists' dyslexia assessment practices were diverse (including the use of cognitive discrepancy and response-to-intervention methods). The results highlight an international need to develop a consensus operational definition of dyslexia and universal assessment guidelines. Future research might investigate the practices and beliefs of psychologists who work outside of the USA, and to be inclusive of adult populations. Implications for research and training are explored.
Topics: Adult; Dyslexia; Humans
PubMed: 34931397
DOI: 10.1002/dys.1706 -
British Journal of Hospital Medicine... Aug 2019
Topics: Dyslexia; Education, Medical; Humans; Public Policy; United Kingdom
PubMed: 31437051
DOI: 10.12968/hmed.2019.80.8.426 -
Journal of Learning Disabilities 2020Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a...
Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.
Topics: Academic Performance; Adolescent; Adult; Dyslexia; Female; Humans; Male; Psychomotor Performance; Students; Universities; Writing; Young Adult
PubMed: 31941395
DOI: 10.1177/0022219419899090 -
International Journal of Environmental... Feb 2020Dyslexia is one of the most common neurobehavioral disorders. Children with dyslexia usually suffer from negative, behavior personality problems, and impacted life...
Dyslexia is one of the most common neurobehavioral disorders. Children with dyslexia usually suffer from negative, behavior personality problems, and impacted life quality. We aimed to identify family environment factors for dyslexia, and to evaluate the personality, behavior characteristics and life quality of children with dyslexia. A total of 60 children diagnosed with dyslexia and 180 normal children that were aged 7-12 who speak Chinese were recruited from four primary schools in Shantou City, China. Self-designed questionnaire, children's edition of the Eysenck Personality Questionnaire (EPQ), Conners' Parent Rating Scale (CPRS), and Quality of Life scale for children and adolescents (QLSCA) were employed for investigation. Multiple logistic regressions show that antenatal training ( = 0.36), higher household income, higher parents' educational levels, and parents engaging in white-collar jobs were negatively associated with dyslexia; while, family members also suffering from dyslexia ( = 12.17), lower frequency of communication between parents and children, and worse parent-child relationship were positively associated with dyslexia. Children with dyslexia scored higher in psychoticism and neuroticism ( = 0.040, 0.008), but lower in extroversion and dissimulation than normal children ( = 0.025, 0.007) in the EPQ test. They tended to be more introversion (68.3% vs. 43.0%), psychoticism (25.0% vs. 13.3%), and neuroticism (46.7% vs. 18.8%) than the controls. In addition, children with dyslexia had higher scores in conduct problem, learning problem, hyperactivity, and Conners' index of hyperactivity (CIH) in CPRS test; and, lower scores of psychosocial function, physical and mental health, and satisfaction of living quality in QLSCA test (all < 0.05). Several family environment and parenting factors were associated with children's dyslexia significantly. Children with dyslexia had the personality of psychoticism, neuroticism, introversion, and more behavioral problems. Dyslexia significantly impacted the children's quality of life. Our findings provide multiple perspectives for early intervention of dyslexia in children, particularly in family factors and the parenting environment.
Topics: Adolescent; Adult; Child; Child, Preschool; China; Dyslexia; Educational Status; Female; Humans; Male; Parent-Child Relations; Personality; Pregnancy; Quality of Life; Socioeconomic Factors; Surveys and Questionnaires
PubMed: 32098297
DOI: 10.3390/ijerph17041415