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ELife Apr 2024Improving our understanding of autism, ADHD, dyslexia and other neurodevelopmental conditions requires collaborations between genetics, psychiatry, the social sciences...
Improving our understanding of autism, ADHD, dyslexia and other neurodevelopmental conditions requires collaborations between genetics, psychiatry, the social sciences and other fields of research.
Topics: Humans; Interdisciplinary Research; Psychiatry; Biomedical Research; Neurosciences
PubMed: 38652018
DOI: 10.7554/eLife.98461 -
Journal of Eye Movement Research 2023This study reports on several specific neurocognitive processes and eye-tracking predictors of reading outcomes for a sample of children with Developmental Dyslexia (DD)...
This study reports on several specific neurocognitive processes and eye-tracking predictors of reading outcomes for a sample of children with Developmental Dyslexia (DD) and At-tention-Deficit/Hyperactivity Disorder - inattentive subtype (ADHD-I) compared to typical readers. Participants included 19 typical readers, 21 children diagnosed with ADHD-I and 19 children with DD. All participants were attending 4th grade and had a mean age of 9.08 years. The psycholinguistic profile of each group was assessed using a battery of neuropsy-chological and linguistic tests. Participants were submitted to a silent reading task with lex-ical manipulation of the text. Multinomial logistic regression was conducted to evaluate the predictive capability of developing dyslexia or ADHD-I based on the following measures: (a) a linguistic model that included measures of phonological awareness, rapid naming, and reading fluency and accuracy; (b) a cognitive neuropsychological model that included measures of memory, attention, visual processes, and cognitive or intellectual functioning, and (c) an additive model of lexical word properties with manipulation of word-frequency and word-length effects through eye-tracking. The additive model in conjunction with the neuropsychological model classification improved the prediction of who develops dyslexia or ADHD-I having as baseline normal readers. Several of the neuropsychological and eye-tracking variables have power to predict the degree of reading outcomes in children with learning disabilities.
PubMed: 38646066
DOI: 10.16910/jemr.16.4.6 -
Acta Psychologica Jun 2024In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention.... (Meta-Analysis)
Meta-Analysis Review
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
Topics: Humans; Dyslexia; Motor Skills; Child; Adolescent; Reading
PubMed: 38642452
DOI: 10.1016/j.actpsy.2024.104269 -
Basic and Clinical Neuroscience 2023The aim of this study was to compare the brain wave pattern of two groups of dyslexic students with perceptual and linguistic types with normal students in reading.
INTRODUCTION
The aim of this study was to compare the brain wave pattern of two groups of dyslexic students with perceptual and linguistic types with normal students in reading.
METHODS
In this study, 27 students (24 boys and 3 girls) from first to fifth grade with an Mean±SD of age 8.16±10.09 years participated. Eight students with perceptual type dyslexia, ten students with linguistic type dyslexia, and nine normal students with reading were selected by purposive sampling method.
RESULTS
After removing noise and artifacts, the data were converted into quantitative digits using Neuroguide software and analyzed using multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA). Based on the results, the linguistic group and the normal group differed in the relative power of the alpha wave in the two channels Fp1 and Fp2, but there was no difference between the three linguistic, perceptual, and normal groups in the absolute power of the four waves of the delta, theta, alpha, and beta.
CONCLUSION
The relative power spectrum of the alpha band in the forehead can be significantly related to dyslexia problems as seen in the linguistic type.
PubMed: 38628833
DOI: 10.32598/bcn.2022.144.5 -
Dementia & Neuropsychologia 2024This is the case report of a woman who started to write and read from right to left after anterior cerebral artery stroke, affecting the left supplementary motor area....
This is the case report of a woman who started to write and read from right to left after anterior cerebral artery stroke, affecting the left supplementary motor area. No cases were found in the literature with exactly the same characteristics. She has been able to read and write faster after rehabilitation approach at Sarah Network of Rehabilitation Hospitals, in the Belo Horizonte city unit, Brazil, despite the maintenance of the inversion. She returned to her previous activities in an adaptive way. It was discussed how the dysfunction in this cerebral area and its connections may disturb the reading strategy and direction.
PubMed: 38628560
DOI: 10.1590/1980-5764-DN-2023-0044 -
Cerebral Cortex (New York, N.Y. : 1991) Apr 2024Reading skills and developmental dyslexia, characterized by difficulties in developing reading skills, have been associated with brain anomalies within the language...
Reading skills and developmental dyslexia, characterized by difficulties in developing reading skills, have been associated with brain anomalies within the language network. Genetic factors contribute to developmental dyslexia risk, but the mechanisms by which these genes influence reading skills remain unclear. In this preregistered study (https://osf.io/7sehx), we explored if developmental dyslexia susceptibility genes DNAAF4, DCDC2, NRSN1, and KIAA0319 are associated with brain function in fluently reading adolescents and young adults. Functional MRI and task performance data were collected during tasks involving written and spoken sentence processing, and DNA sequence variants of developmental dyslexia susceptibility genes previously associated with brain structure anomalies were genotyped. The results revealed that variation in DNAAF4, DCDC2, and NRSN1 is associated with brain activity in key language regions: the left inferior frontal gyrus, middle temporal gyrus, and intraparietal sulcus. Furthermore, NRSN1 was associated with task performance, but KIAA0319 did not yield any significant associations. Our findings suggest that individuals with a genetic predisposition to developmental dyslexia may partly employ compensatory neural and behavioral mechanisms to maintain typical task performance. Our study highlights the relevance of these developmental dyslexia susceptibility genes in language-related brain function, even in individuals without developmental dyslexia, providing valuable insights into the genetic factors influencing language processing.
Topics: Adolescent; Humans; Young Adult; Brain; Dyslexia; Genotype; Microtubule-Associated Proteins; Nervous System Physiological Phenomena; Reading
PubMed: 38610086
DOI: 10.1093/cercor/bhae144 -
Developmental Cognitive Neuroscience Apr 2024Reading proficiency is crucial for academic, vocational, and economic success and has been closely linked to health outcomes. Unfortunately, in the United States, a...
Leveraging brain science for impactful advocacy and policymaking: The synergistic partnership between developmental cognitive neuroscientists and a parent-led grassroots movement to drive dyslexia prevention policy and legislation.
Reading proficiency is crucial for academic, vocational, and economic success and has been closely linked to health outcomes. Unfortunately, in the United States, a concerning 63% of fourth-grade children are reading below grade level, with approximately 7%-10% exhibiting a disability in word reading, developmental dyslexia. Research in developmental cognitive neuroscience indicates that individuals with dyslexia show functional and structural brain alterations in regions processing reading and reading-related information, with some of these differences emerging as early as preschool and even infancy. This suggests that some children start schooling with less optimal brain architecture for learning to read, emphasizing the need for preventative education practices. This article reviews educational policies impacting children with dyslexia and highlights a decentralized parent-led grassroots movement, Decoding Dyslexia, which centers the voices of those directly impacted by dyslexia. It utilizes civic engagement practices, advocacy and lobbying on local, federal, and social media platforms, and strong partnerships with scientists to drive systems-level change in educational practices, leading to dyslexia prevention legislation across the U.S. The ongoing partnership continues to address the profound gaps between scientific findings and policymaking to drive systems-level change for contemporary challenges in educational practices within a learning disabilities framework.
PubMed: 38608358
DOI: 10.1016/j.dcn.2024.101376 -
Soa--ch'ongsonyon Chongsin Uihak =... Apr 2024This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were...
OBJECTIVES
This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated.
METHODS
We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists.
RESULTS
In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests.
CONCLUSION
Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.
PubMed: 38601103
DOI: 10.5765/jkacap.230071 -
Cureus Mar 2024Introduction Learning disability (LD) affects many school-going children and is seldom recognized or treated. As teachers spend time with students, they can easily...
Introduction Learning disability (LD) affects many school-going children and is seldom recognized or treated. As teachers spend time with students, they can easily recognize LD by observing academic activities and behaviors. In this context, the present study was conducted to assess the knowledge and practices of teachers regarding LD and evaluate the impact of an educational intervention on teachers' knowledge regarding LD and its screening and referral. Methods A pre-experimental study, including pre-post interventional assessments of teachers, was conducted from June 2018 to December 2019. A universal sample of 150 teachers from 10 schools teaching primary (first to fifth grade) and upper primary (sixth to eight grade) grades was included. Their knowledge about LD was assessed using the Dyslexia Assessment for the Languages of India (DALI), and an educational intervention for assessing, screening, and identifying LD was implemented. Data was analyzed using SPSS version 24.0 (IBM Inc., Armonk, New York). Using descriptive statistics (mean, median, and standard deviation). The pre-post test results were compared using the McNemar test. Results Overall knowledge about LD was 24.7% at baseline, and improved to 76% post-intervention (p<0.001). The knowledge for most of the components showed improvement. Teachers with a good level of knowledge increased from 21% to 84%. Post-intervention screening of students increased from 0.53% to 13.37%. The suspicion rate for LD increased from 0.04% to 1.94% post-intervention. Conclusion Knowledge about LD was poor among the school teachers. However, the overall knowledge about LD, its specific domains, screening as well as actual LD screening significantly improved after the intervention (p<0.001). This emphasizes the need of training primary and post-primary school teachers about LD and the services available for children with LD.
PubMed: 38586697
DOI: 10.7759/cureus.55685 -
The Journal of Pain Apr 2024Dyslexia and pain have recently been shown to correlate on a genetic level, but there has been little exploration of this association on the phenotypic level despite...
Dyslexia and pain have recently been shown to correlate on a genetic level, but there has been little exploration of this association on the phenotypic level despite reports of increased pain in Attention Deficit Hyperactivity Disorder, which commonly co-occurs with dyslexia. In this study we test for an association between reading ability, which is the primary feature of dyslexia, and pain both in childhood and adulthood. Logistic regression modeling was used to test associations between reading ability in childhood and pain from childhood to midlife in a large UK birth cohort; the 1958 National Child Development Study. Associations were found between poor childhood reading ability and increased headache and abdominal pain in childhood, and between poor childhood reading ability and headache, eye pain, back pain, and rheumatism in adulthood. Mediation analyses indicated that socioeconomic status (defined by employment) fully mediated the association between poor reading ability in childhood and back pain at age 42. By contrast, the association between reading ability and eye pain acted independently of socioeconomic status. Different mechanisms were thus indicated for the association of reading with different pain types, including manual labor and a potential shared biological pathway. PERSPECTIVE: This study found a relationship between poor reading ability in childhood and pain in childhood and adulthood. Those with reading difficulties should be monitored for pain symptoms. Future research may uncover shared biological mechanisms, increasing our understanding of pain and potential treatments.
PubMed: 38580099
DOI: 10.1016/j.jpain.2024.03.014