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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 -
Journal of Clinical and Experimental... May 2020Consistently lateralized reading errors are commonly understood as side-effects of visuospatial neglect impairment. There is however a qualitative difference between...
Consistently lateralized reading errors are commonly understood as side-effects of visuospatial neglect impairment. There is however a qualitative difference between systematically omitting full words presented on one side of passages (egocentric neglect dyslexia) and lateralized errors when reading single words (allocentric neglect dyslexia). This study aims to investigate the relationship between egocentric and allocentric neglect dyslexia and visuospatial neglect.1209 stroke survivors completed standardized reading and cancellation tests. Stringent criteria identified unambiguous cases of allocentric neglect dyslexia (N = 17) and egocentric neglect dyslexia (N = 35). These conditions were found to be doubly dissociated with all cases of egocentric and allocentric neglect dyslexia occurring independently. Allocentric neglect dyslexia was dissociated from both egocentric and allocentric visuospatial neglect. Additionally, two cases of allocentric neglect dyslexia which co-occurred with oppositely lateralized domain-general visuospatial neglect were identified. Conversely, all cases of egocentric neglect dyslexia were found in the presence of domain-general visuospatial neglect. These findings suggest that allocentric neglect dyslexia cannot be fully understood as a consequence of visuospatial neglect. In contrast, we found no evidence for a dissociation between egocentric neglect dyslexia and visuospatial neglect. These findings highlight the need for new, neglect dyslexia specific rehabilitation strategies to be designed and tested.
Topics: Aged; Aged, 80 and over; Dyslexia; Female; Functional Laterality; Humans; Male; Middle Aged; Neuropsychological Tests; Perceptual Disorders; Reading; Space Perception; Stroke; Survivors
PubMed: 32063093
DOI: 10.1080/13803395.2020.1715926 -
British Medical Journal Jul 1978
Topics: Age Factors; Child; Child, Preschool; Dyslexia; Evaluation Studies as Topic; Humans; Remedial Teaching
PubMed: 687913
DOI: No ID Found -
Journal of Autism and Developmental... Feb 2014Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in... (Review)
Review
Although best known for work with children and adults with intellectual disabilities and autism spectrum disorders, training in speech pathology and a doctorate in clinical psychology and neuropsychology was the foundation for Sara Sparrow's long-term interest in reading disabilities. Her first papers were on dyslexia and laterality, and the maturational lag theory of developmental dyslexia proposed with Paul Satz, her mentor. The research program that emerged from this work had a wide impact on early neuropsychological models of reading disabilities. Although Sara went on to research focused on children with other developmental disabilities after she moved to Yale University, this initial research influenced her career- long interests in assessment, developmental models of disabilities, and early screening methods.
Topics: Adult; Brain; Child; Dyslexia; Female; Functional Laterality; Humans; Radiography; Reading
PubMed: 21594745
DOI: 10.1007/s10803-011-1273-2 -
Translational Psychiatry Jan 2017Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial... (Review)
Review
Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. By focusing mainly on clinical phenotypes, the molecular genetics approach has yielded mixed results. More optimally reduced measures of functioning, that is, intermediate phenotypes (IPs), represent a target for researching disease-associated genetic variants and for elucidating the underlying mechanisms. Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. A limited number of studies has already pursued the imaging-genetics integration in DD. However, the results are still not sufficient to unravel the complexity of the reading circuit due to heterogeneous study design and data processing. Here, we propose an interdisciplinary, multilevel, imaging-genetic approach to disentangle the pathways from genes to behavior. As the presence of putative functional genetic variants has been provided and as genetic associations with specific cognitive/sensorial mechanisms have been reported, new hypothesis-driven imaging-genetic studies must gain momentum. This approach would lead to the optimization of diagnostic criteria and to the early identification of 'biologically at-risk' children, supporting the definition of adequate and well-timed prevention strategies and the implementation of novel, specific remediation approach.
Topics: Brain; Cognition; Dyslexia; Humans; Neuroimaging; Phenotype
PubMed: 28045463
DOI: 10.1038/tp.2016.240 -
Restorative Neurology and Neuroscience 2019BackgroundChildren are diagnosed as dyslexic when their reading performance is much below that which could be expected for their educational level and cannot be...
BackgroundChildren are diagnosed as dyslexic when their reading performance is much below that which could be expected for their educational level and cannot be explained by a sensory, neurological or psychiatric deficit or by a low IQ. Although poor reading is a major obstacle to school and career achievement, the causes of dyslexia are unclear and traditional therapies are often unsuccessful. To determine the causes of dyslexia, experiments must demonstrate under which conditions a reading disorder occurs and whether the reading performance improves if these conditions are abolished or compensated. To avoid irreproducible results, experiments must be repeated and the effect size must be calculated.ObjectivesThe aims of the study were to investigate the rate and location of misread letters within pseudowords, prove the effectiveness of compensatory reading therapy and demonstrate the reproducibility of the experimental results. The influence of reading therapy on the rate of eye movements opposite to the reading direction was investigated and causes of a poor reading performance were identified.MethodsThe rate and location of misread letters were investigated by tachystoscopic presentation of pseudowords containing between three and six letters. Presentation time, fixation time, and the time it takes to begin pronouncing the words (speech onset latency) were changed until 95% of the pseudowords were recognized correctly. On the basis of these results, the children learned a reading strategy that compensated the causes of the reading disorder. The therapy was demonstrated to be highly effective and it was shown that the results of the therapy were reproducible.ResultsIt was shown that misread letters occurred at all locations in pseudowords, regardless of the word's length. Inadequate fixation, excessively large saccadic amplitudes, reduced ability to simultaneously recognize a sequence of letters, a longer required fixation time and a longer required speech onset latency were all identified as causes of dyslexia. Each of the studies included in the meta-analysis were much more efficient than conventional therapeutic methods. The overall effect size with a value of Hedges' G = 1.72 showed that the therapy had a reproducible and stable effect.ConclusionsThe causes of dyslexia can be revealed by a dual-intervention approach consisting of a pseudoword experiment and learning a compensatory reading strategy. Reading performance improves immediately if the identified causes of dyslexia are compensated by an appropriate reading therapy.
Topics: Adolescent; Behavior Therapy; Child; Dyslexia; Female; Humans; Male; Photic Stimulation; Reading; Speech; Treatment Outcome
PubMed: 31796709
DOI: 10.3233/RNN-190939 -
New Directions For Child and Adolescent... May 2019Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia. This lack of consensus... (Meta-Analysis)
Meta-Analysis
Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia. This lack of consensus represents a fundamental problem for the field. Our approach to addressing this issue is to use model-based meta-analyses and Bayesian models with informative priors to combine the results of a large number of studies for the purpose of yielding a more stable and well-supported conceptualization of reading disability. A prerequisite to implementing these models is establishing informative priors for dyslexia. We illustrate a new approach for doing so based on the known distribution of the difference between correlated variables, and use this distribution to determine the proportion of poor readers whose poor reading is unexpected (i.e., likely to be due to dyslexia) as opposed to expected.
Topics: Child; Dyslexia; Humans; Models, Theoretical
PubMed: 31038832
DOI: 10.1002/cad.20289 -
International Journal of Environmental... Jan 2023Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature...
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
Topics: Child; Humans; Adaptation, Psychological; Cognition; Dyslexia; Emotions; Mental Health
PubMed: 36674408
DOI: 10.3390/ijerph20021653 -
Dyslexia (Chichester, England) Aug 2023The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United...
The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child's dyslexia management. Parents' experiences of their child's diagnosis were explored to provide a first-hand account of the diagnosis procedure. Two overarching issues were identified: parents perceive that teachers have a lack of training around dyslexia, both initially and from continued professional development, and parents believe there is insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance is needed to ensure that reform and spending leads to tangible change in the identification of dyslexia and provision of support for children with dyslexia in primary education in the United Kingdom.
Topics: Child; Humans; Delphi Technique; Dyslexia; Parents; Schools; United Kingdom
PubMed: 37313635
DOI: 10.1002/dys.1743 -
Clinical & Experimental Optometry Jan 2004
Topics: Child; Child, Preschool; Dyslexia; Female; Humans; Learning Disabilities; Male; Optometry; Professional Role; Sex Factors; Vision Disorders
PubMed: 14720112
DOI: 10.1111/j.1444-0938.2004.tb03137.x