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Journal of Neurology, Neurosurgery, and... Dec 2003
Topics: Adult; Child; Dyslexia; Humans
PubMed: 14638872
DOI: 10.1136/jnnp.74.12.1603 -
Medicina Mar 2023Beyond the frequent coexistence of attention deficit hyperactivity disorder (ADHD) and reading disorder (dyslexia), the present review aims to examine the available... (Review)
Review
Beyond the frequent coexistence of attention deficit hyperactivity disorder (ADHD) and reading disorder (dyslexia), the present review aims to examine the available empirical evidence on how ADHD negatively impacts on learning to read. Existing data suggest that the presence of the disorder (especially inattention symptoms), may affect i) the correct acquisition of reading, either directly or through its influence on the precursors to reading; ii) decoding skills themselves (reading accuracy and fluency), both directly and indirectly through its influence on cognitive processes such as distractibility or executive functions; and iii) reading comprehension, probably indirectly through the executive and verbal memory difficulties characteristic of ADHD. These findings have important implications for better characterizing and intervening on reading difficulties in ADHD, whether clinical or subclinical.
Topics: Humans; Attention Deficit Disorder with Hyperactivity; Comprehension; Learning; Cognition; Executive Function; Dyslexia
PubMed: 36820478
DOI: No ID Found -
New Directions For Child and Adolescent... May 2019Current definitions of specific learning disability (SLD) identify a heterogeneous population that includes individuals with weaknesses in reading, math, or writing, and... (Review)
Review
Current definitions of specific learning disability (SLD) identify a heterogeneous population that includes individuals with weaknesses in reading, math, or writing, and these academic difficulties often co-occur in many of the same individuals. The Colorado Learning Disabilities Research Center (CLDRC) is an interdisciplinary, multisite research program that uses converging levels of analysis to understand the genetic and environmental etiology, neuropsychology, and developmental outcomes of SLDs in reading (RD), math (MD), and writing (WD), along with the comorbidity between these SLDs and other developmental disorders. The latest results from the CLDRC twin study suggest that shared genetic influences contribute to the significant covariance between all aspects of reading (word reading, reading fluency, and reading comprehension) and math (calculations, math fluency, and word problems), and distinct genetic or environmental influences also contribute to weaknesses in each specific academic domain. RD and MD are associated with a range of negative outcomes on both concurrent measures and measures of functional outcomes completed 5 years after the twins were first assessed. Over the next several years the CLDRC will continue to expand on this work by administering a comprehensive test battery that includes measures of all dimensions of academic achievement that are described in current definitions of SLD and incorporating these measures in new neuroimaging and molecular genetic studies.
Topics: Adolescent; Child; Comorbidity; Dyscalculia; Dyslexia; Humans; Twin Studies as Topic
PubMed: 31070302
DOI: 10.1002/cad.20291 -
Deutsches Arzteblatt International Apr 2011
Topics: Child; Dyslexia; Germany; Humans; Neuropsychological Tests; Practice Guidelines as Topic; Psychotherapy; Shame
PubMed: 21556264
DOI: 10.3238/arztebl.2011.0262a -
Trends in Cognitive Sciences Jun 2017Developmental dyslexia (decoding-based reading disorder; RD) is a complex trait with multifactorial origins at the genetic, neural, and cognitive levels. There is... (Review)
Review
Developmental dyslexia (decoding-based reading disorder; RD) is a complex trait with multifactorial origins at the genetic, neural, and cognitive levels. There is evidence that low-level sensory-processing deficits precede and underlie phonological problems, which are one of the best-documented aspects of RD. RD is also associated with impairments in integrating visual symbols with their corresponding speech sounds. Although causal relationships between sensory processing, print-speech integration, and fluent reading, and their neural bases are debated, these processes all require precise timing mechanisms across distributed brain networks. Neural excitability and neural noise are fundamental to these timing mechanisms. Here, we propose that neural noise stemming from increased neural excitability in cortical networks implicated in reading is one key distal contributor to RD.
Topics: Auditory Perception; Auditory Perceptual Disorders; Dyslexia; Humans; Noise; Phonetics; Reading; Speech Perception
PubMed: 28400089
DOI: 10.1016/j.tics.2017.03.008 -
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 -
Neuropsychological Rehabilitation Jun 2018Phonological alexia and agraphia are written language disorders characterised by disproportionate difficulty reading and spelling nonwords in comparison to real words....
Phonological alexia and agraphia are written language disorders characterised by disproportionate difficulty reading and spelling nonwords in comparison to real words. In phonological alexia, it has been shown that, despite relatively accurate reading of words in isolation, text-level reading deficits are often marked and persistent. Specifically, some individuals demonstrate difficulty reading functors and affixes in sentences, a profile referred to as phonological text alexia. In this paper, we demonstrate an analogous manifestation of the phonological impairment on text-level writing and suggest the term "phonological text agraphia". We examined four individuals with phonological alexia/agraphia who also showed disproportionate difficulty writing well-formed sentences in comparison to their grammatical competence in spoken utterances. Implementation of a phonological treatment protocol resulted in significantly improved sublexical phonology skills as well as improvements in grammatical accuracy of written narratives. These findings support the notion of a common phonological impairment underlying nonword reading/spelling deficits and sentence-level difficulties.
Topics: Adult; Aged; Agraphia; Dyslexia; Female; Humans; Language Therapy; Male; Middle Aged; Neuropsychological Tests; Phonetics; Stroke; Treatment Outcome
PubMed: 27392251
DOI: 10.1080/09602011.2016.1199387 -
Cortex; a Journal Devoted To the Study... Dec 1978This report describes a case of paroxysmal alexia which progressed to a persistent syndrome of alexia without agraphia. The sequence of symptoms beginning with a...
This report describes a case of paroxysmal alexia which progressed to a persistent syndrome of alexia without agraphia. The sequence of symptoms beginning with a sensation of eyeball movement followed by blurred vision in the affected eye, alexia and diminished awareness strongly implicates an ictal mechanism. Anatomical, physiological and psychological considerations suggest that the syndrome arose from functional disruption between the visual cortex and the dominant inferior parietal cortex.
Topics: Brain Neoplasms; Cerebral Angiography; Cerebral Cortex; Dominance, Cerebral; Dyslexia, Acquired; Humans; Male; Meningioma; Mental Recall; Middle Aged; Motor Skills; Psychological Tests; Recurrence; Visual Perception
PubMed: 738066
DOI: 10.1016/s0010-9452(78)80033-1 -
International Journal of Language &... 2012Against a backdrop of research on individual differences in reading disorders, this review considers a range of effective interventions to promote reading and language... (Review)
Review
Against a backdrop of research on individual differences in reading disorders, this review considers a range of effective interventions to promote reading and language skills evaluated by our group. The review begins by contrasting the reading profiles seen in dyslexia and reading comprehension impairment and then argues that different interventions will be required. It is well established that effective interventions for decoding deficits (dyslexia) involve work on letter-sound knowledge, phonological awareness and reading practice to reinforce emergent skills. In contrast, effective interventions for reading comprehension difficulties involve training to promote oral language skills and text comprehension strategies. Together the findings of controlled trials provide a robust evidence base that can be used to devise plans for the management of pre-school and school-aged children with language learning difficulties.
Topics: Child; Child Language; Dyslexia; Early Intervention, Educational; Evidence-Based Practice; Humans; Language Development Disorders; Language Therapy
PubMed: 22268899
DOI: 10.1111/j.1460-6984.2011.00081.x -
Revista de Neurologia Feb 2003Developmental dyslexia makes up an important proportion of the known learning disorders. Until the late 1970s most research on dyslexia was carried out by educators and... (Review)
Review
Developmental dyslexia makes up an important proportion of the known learning disorders. Until the late 1970s most research on dyslexia was carried out by educators and educational psychologists, but soon after the publication of some dyslexic cases with focal disorders of neuronal migration to the cerebral cortex, interest in the neurobiological and neurocognitive underpinnings of dyslexia grew, especially in Europe and North America. There are at least two types of developmental dyslexia--phonological and surface. Surface dyslexia refers to a disorder in which the difficulty lies in reading irregular words, whereas phonological dyslexia is characterized by difficulty with pseudowords. Phonological dyslexia is the more common of the two types. Surface dyslexia does not present a major problem in a language such as Spanish, where the number of irregular words is indeed very small. Still, in languages such as English, where irregular words are common, the phonological type of developmental dyslexia is much more common. Phonologic dyslexics have problems with phonological awareness, that is, the conscious knowledge and manipulation of speech sounds, which is the most proximate explanation for their difficulty in reading pseudowords. Many, but not all, phonologic dyslexics also have problems processing rapidly changing sounds, even if not linguistic, and some slow sounds, too. The same group tends to have visual problems, especially involving the so-called magnocellular pathway of the visual system, which, among others, has the role of analyzing movement. Accompanying these perceptual and cognitive deficits, phonologic dyslexics also show abnormal brain activation to phonological tasks, as shown in functional magnetic resonance studies (figure). In addition, dyslexic brains show focal malformations, ectopias and microgyria, of the cerebral cortex, involving mainly the left perisylvian region and the word form area in the temporo-occipital junction. There are also changes in the composition of neurons in the lateral and medial geniculate nuclei of the thalamus. Experimental studies indicate that the thalamic changes are a consequence of the focal malformations, and that they are responsible for the sound processing deficits. None of these discoveries have changed the therapeutic modalities in this condition, but it is hoped that this will be the next area of progress.
Topics: Brain; Child, Preschool; Dyslexia; Humans; Reading; Vision, Ocular
PubMed: 12599096
DOI: No ID Found