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https://www.readbyqxmd.com/read/28505581/spatiotemporal-reorganization-of-the-reading-network-in-adult-dyslexia
#1
Eddy Cavalli, Pascale Colé, Chotiga Pattamadilok, Jean-Michel Badier, Christelle Zielinski, Valérie Chanoine, Johannes C Ziegler
Developmental dyslexia is characterized by impairments in reading fluency and spelling that persist into adulthood. Here, we hypothesized that high-achieving adult dyslexics (i.e., university students with a history of dyslexia) manage to cope with these deficits by relying to a greater extent on morphological information than do non-impaired adult readers. We used magnetoencephalography (MEG) in a primed lexical decision task, in which we contrasted orthographic, morphological and semantic processing. Behavioral results confirmed that adult dyslexics did indeed rely to a greater extent on the semantic properties of morphemes than controls...
April 24, 2017: Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
https://www.readbyqxmd.com/read/28497530/short-term-memory-in-childhood-dyslexia-deficient-serial-order-in-multiple-modalities
#2
Nelson Cowan, Tiffany P Hogan, Mary Alt, Samuel Green, Kathryn L Cabbage, Shara Brinkley, Shelley Gray
In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies...
May 12, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28493359/verbal-and-non-verbal-fluency-in-adults-with-developmental-dyslexia-phonological-processing-or-executive-control-problems
#3
James H Smith-Spark, Lucy A Henry, David J Messer, Adam P Zięcik
The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties...
May 11, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28486125/can-you-spell-dyslexia-without-sli-comparing-the-cognitive-profiles-of-dyslexia-and-specific-language-impairment-and-their-roles-in-learning
#4
Tracy Packiam Alloway, Furtuna Tewolde, Dakota Skipper, David Hijar
The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance - working memory and IQ. We recruited three groups of children - those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math...
May 6, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28479488/the-development-of-offspring-from-mothers-with-systemic-lupus-erythematosus-a-systematic-review
#5
REVIEW
Fjodor A Yousef Yengej, Annet van Royen-Kerkhof, Ronald H W M Derksen, Ruth D E Fritsch-Stork
OBJECTIVE: To analyze published data on the influence of maternal systemic lupus erythematosus (SLE) on different aspects of child development. METHODS: A systematic review was conducted using PubMed and Embase searches for SLE or SLE-related antibodies and physical, neurocognitive, psychiatric or motor development outcomes in children. RESULTS: In total 24 cohort and 4 case-control studies were included after initial screening of 1853 hits...
May 4, 2017: Autoimmunity Reviews
https://www.readbyqxmd.com/read/28470910/word-decoding-development-during-phonics-instruction-in-children-at-risk-for-dyslexia
#6
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28470909/psychological-well-being-trajectories-of-individuals-with-dyslexia-aged-3-11%C3%A2-years
#7
Julie-Ann Jordan, Kevin Dyer
Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28460376/encoding-of-rapid-time-varying-information-is-impaired-in-poor-readers
#8
Richard Johnston, Nicola J Pitchford, Neil W Roach, Timothy Ledgeway
A characteristic set of eye movements and fixations are made during reading, so the position of words on the retinae is constantly being updated. Effective decoding of print requires this temporal stream of visual information to be segmented or parsed into its constituent units (e.g., letters or words). Poor readers' difficulties with word recognition could arise at the point of segmenting time-varying visual information, but the mechanisms underlying this process are little understood. Here, we used random-dot displays to explore the effects of reading ability on temporal segmentation...
May 1, 2017: Journal of Vision
https://www.readbyqxmd.com/read/28442358/an-oscillopathic-approach-to-developmental-dyslexia-from-genes-to-speech-processing
#9
REVIEW
Miguel Jiménez-Bravo, Victoria Marrero, Antonio Benítez-Burraco
Developmental dyslexia is a heterogeneous condition entailing problems with reading and spelling. Several genes have been linked or associated to the disease, many of which contribute to the development and function of brain areas important for auditory and phonological processing. Nonetheless, a clear link between genes, the brain, and the symptoms of dyslexia is still pending. The goal of this paper is contributing to bridge this gap. With this aim, we have focused on how the dyslexic brain fails to process speech sounds and reading cues...
April 22, 2017: Behavioural Brain Research
https://www.readbyqxmd.com/read/28440815/15q11-2-cnv-affects-cognitive-structural-and-functional-correlates-of-dyslexia-and-dyscalculia
#10
M O Ulfarsson, G B Walters, O Gustafsson, S Steinberg, A Silva, O M Doyle, M Brammer, D F Gudbjartsson, S Arnarsdottir, G A Jonsdottir, R S Gisladottir, G Bjornsdottir, H Helgason, L M Ellingsen, J G Halldorsson, E Saemundsen, B Stefansdottir, L Jonsson, V K Eiriksdottir, G R Eiriksdottir, G H Johannesdottir, U Unnsteinsdottir, B Jonsdottir, B B Magnusdottir, P Sulem, U Thorsteinsdottir, E Sigurdsson, D Brandeis, A Meyer-Lindenberg, H Stefansson, K Stefansson
Several copy number variants have been associated with neuropsychiatric disorders and these variants have been shown to also influence cognitive abilities in carriers unaffected by psychiatric disorders. Previously, we associated the 15q11.2(BP1-BP2) deletion with specific learning disabilities and a larger corpus callosum. Here we investigate, in a much larger sample, the effect of the 15q11.2(BP1-BP2) deletion on cognitive, structural and functional correlates of dyslexia and dyscalculia. We report that the deletion confers greatest risk of the combined phenotype of dyslexia and dyscalculia...
April 25, 2017: Translational Psychiatry
https://www.readbyqxmd.com/read/28439565/shared-temporoparietal-dysfunction-in-dyslexia-and-typical-readers-with-discrepantly-high-iq
#11
Roeland Hancock, John D E Gabrieli, Fumiko Hoeft
It is currently believed that reading disability (RD) should be defined by reading level without regard to broader aptitude (IQ). There is debate, however, about how to classify individuals who read in the typical range but less well than would be expected by their higher IQ. We used functional magnetic resonance imaging (fMRI) in 49 children to examine whether those with typical, but discrepantly low reading ability relative to IQ, show dyslexia-like activation patterns during reading. Children who were typical readers with high-IQ discrepancy showed reduced activation in left temporoparietal neocortex relative to two control groups of typical readers without IQ discrepancy...
December 2016: Trends in Neuroscience and Education
https://www.readbyqxmd.com/read/28436889/design-and-implementation-of-a-tactile-stimulation-device-to-increase-auditory-discrimination
#12
Shahrzad Abbasi Baharanchi, Majid MohammadBeigi, Fatemeh Abnavi, Samira Tavakol
Reading is a complex process that requires various simultaneous brain processes. One of the most common types of reading disorders is developmental dyslexia, and one of the objectives of speech therapy sessions for children with developmental dyslexia is to increase their auditory discrimination. One of the most commonly used Auditory Discrimination Tests (ADTs) is Wepman's Auditory Discrimination Test (WADT). It includes minimal pair words categorized by characteristics of vowels and consonants. The goal of this research is to design and implement a tactile stimulation device based on Wepman's test to increase auditory discrimination in children with developmental dyslexia in therapy sessions, so that while playing each word for the children, vibrational cues are presented to their left palm and fingers...
April 24, 2017: IEEE Transactions on Haptics
https://www.readbyqxmd.com/read/28436204/disabled-graduate-entry-medical-student-experience
#13
Simon Tso
BACKGROUND: This study explored the experiences of graduate-entry medicine degree programme students who were disabled on the disclosure of their disability and the challenging disability issues they encountered during their degree programme. METHODS: Eight student volunteers with a disability from the University of Warwick graduate-entry medicine degree programme took part in this study. Audio recordings of their semi-structured interviews were transcribed verbatim and analysed thematically...
April 24, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28436202/a-common-genetic-variant-in-foxp2-is-associated-with-language-based-learning-dis-abilities-evidence-from-two-italian-independent-samples
#14
Alessandra Mozzi, Valentina Riva, Diego Forni, Manuela Sironi, Cecilia Marino, Massimo Molteni, Stefania Riva, Franca R Guerini, Mario Clerici, Rachele Cagliani, Sara Mascheretti
Language-based Learning Disabilities (LLDs) encompass a group of complex, comorbid, and developmentally associated deficits in communication. Language impairment and developmental dyslexia (DD) represent the most recognized forms of LLDs. Substantial genetic correlations exist between language and reading (dis)abilities. Common variants in the FOXP2 gene were consistently associated with language- and reading-related neuropsychological and neuroanatomical phenotypes. We tested the effect of a FOXP2 common variant, that is, rs6980093 (A/G), on quantitative measures of language and reading in two independent Italian samples: a population-based cohort of 699 subjects (3-11 years old) and a sample of 572 children with DD (6-18 years old)...
April 24, 2017: American Journal of Medical Genetics. Part B, Neuropsychiatric Genetics
https://www.readbyqxmd.com/read/28424400/-brodmann-areas-39-and-40-human-parietal-association-area-and-higher-cortical-function
#15
Yasuhisa Sakurai
The anatomy and function of the angular gyrus (Brodmann Area 39) and supramarginal gyrus (Brodmann Area 40) are described here. Both gyri constitute the inferior part of the parietal lobe. Association fibers from the angular gyrus project to the dorsolateral prefrontal cortex via the superior longitudinal fasciculus (SLF) II/arcuate fasciculus (AF), whereas those from the supramarginal gyrus project to the ventrolateral prefrontal cortex via SLF III/AF. Damage to the left angular gyrus causes kanji agraphia (lexical agraphia) and mild anomia, whereas damage to the left supramarginal gyrus causes kana alexia (phonological dyslexia) and kana agraphia (phonological agraphia)...
April 2017: Brain and Nerve, Shinkei Kenkyū No Shinpo
https://www.readbyqxmd.com/read/28423976/screening-for-dyslexia-in-french-speaking-university-students-an-evaluation-of-the-detection-accuracy-of-the-alouette-test
#16
Eddy Cavalli, Pascale Colé, Gilles Leloup, Florence Poracchia-George, Liliane Sprenger-Charolles, Abdessadek El Ahmadi
Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28409401/effect-of-chunk-strength-on-the-performance-of-children-with-developmental-dyslexia-on-artificial-grammar-learning-task-may-be-related-to-complexity
#17
Rachel Schiff, Pesia Katan, Ayelet Sasson, Shani Kahta
There's a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments...
April 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28406742/reading-disability-spectrum-early-and-late-recognition-subthreshold-and-full-comorbidity
#18
Krisztina Tárnokiné Törő, Mónika Miklósi, Eszter Horanyi, Gábor Pers Kovács, Judit Balázs
Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically developing children aged 7 to 18 years. RD was assessed with the Dyslexia Differential Diagnosis Maastricht-Hungarian Standard Test. Psychiatric diagnoses were based on the Mini International Neuropsychiatric Interview Kid...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28406683/evaluating-the-sources-and-functions-of-gradiency-in-phoneme-categorization-an-individual-differences-approach
#19
Efthymia C Kapnoula, Matthew B Winn, Eun Jong Kong, Jan Edwards, Bob McMurray
During spoken language comprehension listeners transform continuous acoustic cues into categories (e.g., /b/ and /p/). While long-standing research suggests that phonetic categories are activated in a gradient way, there are also clear individual differences in that more gradient categorization has been linked to various communication impairments such as dyslexia and specific language impairments (Joanisse, Manis, Keating, & Seidenberg, 2000; López-Zamora, Luque, Álvarez, & Cobos, 2012; Serniclaes, Van Heghe, Mousty, Carré, & Sprenger-Charolles, 2004; Werker & Tees, 1987)...
April 13, 2017: Journal of Experimental Psychology. Human Perception and Performance
https://www.readbyqxmd.com/read/28400808/dcdc2-gene-polymorphisms-are-associated-with-developmental-dyslexia-in-chinese-uyghur-children
#20
Yun Chen, Hua Zhao, Yi-Xin Zhang, Peng-Xiang Zuo
Developmental dyslexia is a complex reading and writing disorder with strong genetic components. In previous genetic studies about dyslexia, a number of candidate genes have been identified. These include DCDC2, which has repeatedly been associated with developmental dyslexia in various European and American populations. However, data regarding this relationship are varied according to population. The Uyghur people of China represent a Eurasian population with an interesting genetic profile. Thus, this group may provide useful information about the association between DCDC2 gene polymorphisms and dyslexia...
February 2017: Neural Regeneration Research
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