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Current Opinion in Pediatrics Dec 2016We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the... (Review)
Review
PURPOSE OF REVIEW
We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension.
RECENT FINDINGS
Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia. We review data from a prospective study of children at high risk of dyslexia to show that being at family risk of dyslexia is a primary risk factor for poor reading and children with persistent language difficulties at school entry are more likely to develop reading problems. Early oral language difficulties are strong predictors of later difficulties in reading comprehension.
SUMMARY
There are two distinct forms of reading disorder in children: dyslexia (a difficulty in learning to translate print into speech) and reading comprehension impairment. Both forms of reading problem appear to be predominantly caused by deficits in underlying oral language skills. Implications for screening and for the delivery of robust interventions for language and reading are discussed.
Topics: Child; Child Language; Child, Preschool; Comprehension; Dyslexia; Humans; Reading; Risk Factors
PubMed: 27496059
DOI: 10.1097/MOP.0000000000000411 -
Lancet (London, England) May 2012Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and... (Review)
Review
Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and mounting evidence draws attention to cross-linguistic similarity in its neurobiological and neurocognitive bases. Much progress has been made across research specialties spanning the behavioural, neuropsychological, neurobiological, and causal levels of analysis in the past 5 years. From a neuropsychological perspective, the phonological theory remains the most compelling, although phonological problems also interact with other cognitive risk factors. Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many recorded neural differences show causes rather than effects of dyslexia. Six predisposing candidate genes have been identified, and evidence shows gene by environment interaction.
Topics: Adolescent; Adult; Brain; Child; Child, Preschool; China; Dyslexia; Humans; Infant; Infant, Newborn; Language; Neuropsychology; Phonetics
PubMed: 22513218
DOI: 10.1016/S0140-6736(12)60198-6 -
Language, Speech, and Hearing Services... Oct 2018The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on... (Review)
Review
PURPOSE
The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills.
METHOD
We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia.
RESULTS
We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia.
CONCLUSIONS
We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia-with and without comorbid DLDs-often have language deficits outside the phonological domain; (b) intervention should target a child's strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia.
Topics: Child; Child Language; Child, Preschool; Dyslexia; Humans; Language Development Disorders; Language Tests; Language Therapy
PubMed: 30458538
DOI: 10.1044/2018_LSHSS-DYSLC-18-0049 -
Deutsches Arzteblatt International Oct 2010Reading and spelling disorder (dyslexia) is one of the more common specific developmental disorders, with a prevalence of approximately 5%. It is characterized by severe... (Review)
Review
BACKGROUND
Reading and spelling disorder (dyslexia) is one of the more common specific developmental disorders, with a prevalence of approximately 5%. It is characterized by severe impairment of learning to read and spell.
METHODS
We discuss major aspects of the diagnosis, treatment, and prevention of dyslexia on the basis of a selective literature review and the guidelines of the German Society of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy.
RESULTS
40% to 60% of dyslexic children have psychological manifestations, including anxiety, depression, and attention deficit. The diagnostic assessment of dyslexia consists of a battery of standardized reading and spelling tests and an evaluation of the child's psychological state, including additional information obtained from parents and teachers. The treatment of dyslexia is based on two main strategies: specific assistance with the impaired learning areas (reading and spelling) and psychotherapy for any coexisting psychological disturbance that may be present. Evaluated preventive strategies are available for use in kindergarten and at home.
CONCLUSION
The diagnosis of dyslexia should be established with the aid of the multiaxial classification system. The benefit of specific treatment strategies for dyslexia has not yet been demonstrated empirically. Nonetheless, evaluated prevention programs are available in kindergarten that have been found to promote children's ability to acquire reading and spelling skills in school.
Topics: Child; Dyslexia; Germany; Humans; Neuropsychological Tests; Practice Guidelines as Topic; Psychotherapy
PubMed: 21046003
DOI: 10.3238/arztebl.2010.0718 -
Language, Speech, and Hearing Services... Oct 2018Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working... (Review)
Review
PURPOSE
Children with dyslexia often have related writing difficulties. In the simple view of writing model, high-quality writing depends on good transcription skills, working memory, and executive function-all of which can be difficult for children with dyslexia and result in poor spelling and low overall writing quality. In this article, we describe the challenges of children with dyslexia in terms of the simple view of writing and instructional strategies to increase spelling and overall writing quality in children with dyslexia.
METHOD
For spelling strategies, we conducted systematic searches across 2 databases for studies examining the effectiveness of spelling interventions for students with dyslexia as well as including studies from 2 meta-analyses. To locate other instructional practices to increase writing quality (e.g., handwriting and executive function), we examined recent meta-analyses of writing and supplemented that by conducting forward searches.
RESULTS
Through the search, we found evidence of effective remedial and compensatory intervention strategies in spelling, transcription, executive function, and working memory. Some strategies included spelling using sound-spellings and morphemes and overall quality using text structure, sentence combining, and self-regulated strategy development.
CONCLUSIONS
Many students with dyslexia experience writing difficulty in multiple areas. However, their writing (and even reading) skills can improve with the instructional strategies identified in this article. We describe instructional procedures and provide links to resources throughout the article.
Topics: Child; Dyslexia; Humans; Language Therapy; Writing
PubMed: 30458545
DOI: 10.1044/2018_LSHSS-DYSLC-18-0024 -
Pediatrics Jul 2020Dyslexia is a common learning disorder that renders children susceptible to poor health outcomes and many elements of socioeconomic difficulty. It is commonly... (Review)
Review
Dyslexia is a common learning disorder that renders children susceptible to poor health outcomes and many elements of socioeconomic difficulty. It is commonly undiagnosed until a child has repeatedly failed to learn to read in elementary school; this late diagnosis not only places the child at an academic disadvantage but also can be a precursor to psychiatric comorbidities such as anxiety and depression. Genetic and neuroimaging research have revealed that dyslexia is heritable and that it is undergirded by brain differences that are present even before reading instruction begins. Cognitive-behavioral research has revealed that there are early literacy skill deficits that represent red flags for dyslexia risk and can be measured at a preschool age. Altogether, this evidence points to dyslexia as a disorder that can be flagged by a pediatrician before school entry, during a period of heightened brain plasticity when interventions are more likely to be effective. In this review, we discuss the clinical implications of the most recent advances in dyslexia research, which converge to indicate that early identification and screening are crucial to the prevention or mitigation of adverse secondary consequences of dyslexia. We further highlight evidence-based and practical strategies for the implementation of early risk identification in pediatric practice so that physicians can be empowered in their ability to treat, educate, and advocate for their patients and families with dyslexia.
Topics: Child; Dyslexia; Early Diagnosis; Humans; Lactones; Learning; Neuroimaging; Reading; Risk Factors
PubMed: 32576595
DOI: 10.1542/peds.2019-3046 -
Nature Genetics Nov 2022Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. Family studies of dyslexia...
Reading and writing are crucial life skills but roughly one in ten children are affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found. Here we performed a genome-wide association study of 51,800 adults self-reporting a dyslexia diagnosis and 1,087,070 controls and identified 42 independent genome-wide significant loci: 15 in genes linked to cognitive ability/educational attainment, and 27 new and potentially more specific to dyslexia. We validated 23 loci (13 new) in independent cohorts of Chinese and European ancestry. Genetic etiology of dyslexia was similar between sexes, and genetic covariance with many traits was found, including ambidexterity, but not neuroanatomical measures of language-related circuitry. Dyslexia polygenic scores explained up to 6% of variance in reading traits, and might in future contribute to earlier identification and remediation of dyslexia.
Topics: Child; Adult; Humans; Genome-Wide Association Study; Dyslexia; Reading; Language; Asian People
PubMed: 36266505
DOI: 10.1038/s41588-022-01192-y -
The Medical Journal of Malaysia Oct 2018Dyslexia is a neurobiological impairment that primarily affects reading ability. It is commonly known as a reading disorder which is likely to be present at birth and is... (Review)
Review
INTRODUCTION
Dyslexia is a neurobiological impairment that primarily affects reading ability. It is commonly known as a reading disorder which is likely to be present at birth and is generally identified at pre-school level. Dyslexia is manifested through difficulties with accurate word recognition and also by poor performance in reading and writing.
METHOD
The main objective of this paper is to review the various methods or treatments that are used to manage the literacy and cognitive abilities for children with dyslexia particularly in Malaysia. The articles were obtained from online databases such as PubMed, Ebscohost and Medline during the time frame of six years starting from 2000 until 2016. An initial count of 300 articles were generated but only 13 articles met the inclusive criteria.
RESULTS
There are a few types of interventions such as the multisensory method, the phonological intervention, and the cognitive training method which can be used to improve literacy and cognitive deficits among children with dyslexia. In Malaysia, most of the treatments are focused on the aspects of language such as word mastery, alphabet identification and writing skills. The cognitive training were carried out to improve specific domain such as visuospatial skills, memory skills and psychomotor skills.
CONCLUSION
There is yet no studies which has employed the comprehensive method of combining the intervention of cognitive functions and linguistics-literacy deficits. It is imperative that researchers in Malaysia go beyond literacy skills and take into consideration the underlying cognitive functions which contribute to the specific reading and writing difficulties of Malaysian children with dyslexia.
Topics: Child; Dyslexia; Humans; Language Therapy; Malaysia
PubMed: 30350811
DOI: No ID Found -
Annals of Physical and Rehabilitation... Jun 2017Acquired spatial dyslexia is a reading disorder frequently occurring after left or right posterior brain lesions. This article describes several types of spatial... (Review)
Review
Acquired spatial dyslexia is a reading disorder frequently occurring after left or right posterior brain lesions. This article describes several types of spatial dyslexia with an attentional approach. After right posterior lesions, patients show left neglect dyslexia with errors on the left side of text, words, and non-words. The deficit is frequently associated with left unilateral spatial neglect. Severe left neglect dyslexia can be detected with unlimited exposure duration of words or non-words. Minor neglect dyslexia is detected with brief presentation of bilateral words, one in the left and one in the right visual field (phenomenon of contralesional extinction). Neglect dyslexia can be explained as a difficulty in orienting attention to the left side of verbal stimuli. With left posterior lesions, spatial dyslexia is also frequent but multiform. Right neglect dyslexia is frequent, but right unilateral spatial neglect is rare. Attentional dyslexia represents difficulty in selecting a stimulus, letter or word among other similar stimuli; it is a deficit of attentional selection, and the left hemisphere plays a crucial role in selection. Two other types of spatial dyslexia can be found after left posterior lesions: paradoxical ipsilesional extinction and stimulus-centred neglect dyslexia. Disconnections between left or right parietal attentional areas and the left temporal visual word form area could explain these deficits. Overall, a model of attention dissociating modulation, selection control, and selection positioning can help in understanding these reading disorders.
Topics: Attention; Brain Diseases; Dyslexia, Acquired; Functional Laterality; Humans; Perceptual Disorders; Space Perception; Visual Fields
PubMed: 26272419
DOI: 10.1016/j.rehab.2015.07.004 -
PloS One 2015There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with... (Randomized Controlled Trial)
Randomized Controlled Trial
There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.Trial Registration: ClinicalTrials.gov NCT02316873
Topics: Child; Dyslexia; Female; Humans; Learning; Male; Music; Neuropsychological Tests; Paintings; Reading; Treatment Outcome
PubMed: 26407242
DOI: 10.1371/journal.pone.0138715