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Psychiatric Comorbidity in Children and Adolescents with Reading Disability / Erik G. WILLCUTT in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : Psychiatric Comorbidity in Children and Adolescents with Reading Disability Type de document : Texte imprimé et/ou numérique Auteurs : Erik G. WILLCUTT, Auteur ; Bruce F. PENNINGTON, Auteur Année de publication : 2000 Article en page(s) : p.1039-1048 Langues : Anglais (eng) Mots-clés : ADD/ADHD comorbidity externalizing disorder gender reading disorder Index. décimale : PER Périodiques Résumé : This study investigated the association between reading disability (RD) and internalizing and externalizing psychopathology in a large community sample of twins with (NO= 209) and without RD (NO= 192). The primary goals were to clarify the relation between RD and comorbid psychopathology, to test for gender differences in the behavioral correlates of RD, and to test if common familial influences contributed to the association between RD and other disorders. Results indicated that individuals with RD exhibited significantly higher rates of all internalizing and externalizing disorders than individuals without RD. However, logistic regression analyses indicated that RD was not significantly associated with symptoms of aggression, delinquency, oppositional defiant disorder, or conduct disorder after controlling for the significant relation between RD and ADHD. In contrast, relations between RD and symptoms of anxiety and depression remained significant even after controlling for comorbid ADHD, suggesting that internalizing difficulties may be specifically associated with RD. Analyses of gender differences indicated that the significant relation between RD and internalizing symptoms was largely restricted to girls, whereas the association between RD and externalizing psychopathology was stronger for boys. Finally, preliminary etiological analyses suggested that common familial factors predispose both probands with RD and their non-RD siblings to exhibit externalizing behaviors, whereas elevations of internalizing symptomatology are restricted to individuals with RD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1039-1048[article] Psychiatric Comorbidity in Children and Adolescents with Reading Disability [Texte imprimé et/ou numérique] / Erik G. WILLCUTT, Auteur ; Bruce F. PENNINGTON, Auteur . - 2000 . - p.1039-1048.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1039-1048
Mots-clés : ADD/ADHD comorbidity externalizing disorder gender reading disorder Index. décimale : PER Périodiques Résumé : This study investigated the association between reading disability (RD) and internalizing and externalizing psychopathology in a large community sample of twins with (NO= 209) and without RD (NO= 192). The primary goals were to clarify the relation between RD and comorbid psychopathology, to test for gender differences in the behavioral correlates of RD, and to test if common familial influences contributed to the association between RD and other disorders. Results indicated that individuals with RD exhibited significantly higher rates of all internalizing and externalizing disorders than individuals without RD. However, logistic regression analyses indicated that RD was not significantly associated with symptoms of aggression, delinquency, oppositional defiant disorder, or conduct disorder after controlling for the significant relation between RD and ADHD. In contrast, relations between RD and symptoms of anxiety and depression remained significant even after controlling for comorbid ADHD, suggesting that internalizing difficulties may be specifically associated with RD. Analyses of gender differences indicated that the significant relation between RD and internalizing symptoms was largely restricted to girls, whereas the association between RD and externalizing psychopathology was stronger for boys. Finally, preliminary etiological analyses suggested that common familial factors predispose both probands with RD and their non-RD siblings to exhibit externalizing behaviors, whereas elevations of internalizing symptomatology are restricted to individuals with RD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)
[article]
Titre : Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2011 Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : Dyslexia education evaluation comprehension intervention reading reading disorder Index. décimale : PER Périodiques Résumé : Background: Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content.
Method: This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions.
Conclusion: There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12[article] Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur . - 2011 . - p.3-12.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12
Mots-clés : Dyslexia education evaluation comprehension intervention reading reading disorder Index. décimale : PER Périodiques Résumé : Background: Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content.
Method: This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions.
Conclusion: There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Understanding comorbidity of learning disorders: task-dependent estimates of prevalence / K. MOLL in Journal of Child Psychology and Psychiatry, 60-3 (March 2019)
[article]
Titre : Understanding comorbidity of learning disorders: task-dependent estimates of prevalence Type de document : Texte imprimé et/ou numérique Auteurs : K. MOLL, Auteur ; K. LANDERL, Auteur ; M. J. SNOWLING, Auteur ; G. SCHULTE-KORNE, Auteur Article en page(s) : p.286-294 Langues : Anglais (eng) Mots-clés : Comorbidity language skills mathematics disorder reading disorder shared risk factor symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385
in Journal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294[article] Understanding comorbidity of learning disorders: task-dependent estimates of prevalence [Texte imprimé et/ou numérique] / K. MOLL, Auteur ; K. LANDERL, Auteur ; M. J. SNOWLING, Auteur ; G. SCHULTE-KORNE, Auteur . - p.286-294.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294
Mots-clés : Comorbidity language skills mathematics disorder reading disorder shared risk factor symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 Predictors of Cognitive Test Patterns in Autism Families / S. E. FOLSTEIN in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)
[article]
Titre : Predictors of Cognitive Test Patterns in Autism Families Type de document : Texte imprimé et/ou numérique Auteurs : S. E. FOLSTEIN, Auteur ; Susan L. SANTANGELO, Auteur ; S. E. GILMAN, Auteur ; Joseph PIVEN, Auteur ; Rebecca LANDA, Auteur ; Janet E. LAINHART, Auteur ; J. HEIN, Auteur ; M. WZOREK, Auteur Année de publication : 1999 Article en page(s) : p.1117-1128 Langues : Anglais (eng) Mots-clés : Autistic disorder cognition genetics intelligence language reading disorder spelling disorder Index. décimale : PER Périodiques Résumé : In a case-control study of cognitive performance, tests of intelligence, reading, spelling, and pragmatic language were administered to the parents and siblings of 90 community-ascertained probands with autism (AU group) and to the parents and siblings of 40 similarly ascertained probands with trisomy 21 Down syndrome (DS group). The two samples were comparable for age and parents' education; both groups were well-educated and had above-average intelligence. AU parents scored slightly but significantly lower on the WAIS-R Full Scale and Performance IQ, on two subtests (Picture Arrangement and Picture Completion), and on the Word Attack Test (reading nonsense words) from the Woodcock-Johnson battery. There were no differences between AU and DS siblings. As in earlier studies, AU parents, more often than DS parents, reported a history of early language-related cognitive difficulties; we were not able to replicate this in siblings. AU parents who reported such difficulties scored significantly lower on Verbal IQ, spelling, and the nonsense reading test. AU parents without a history of early language-related cognitive difficulties often had a Verbal IQ that exceeded Performance IQ by more than one standard deviation. AU siblings with early language-related difficulties had similar findings: lower Verbal IQ, poorer spelling, and poorer reading scores, compared to AU siblings without such a history. Parents with a positive history also scored worse on a measure of pragmatic language, the Pragmatic Rating Scale, but not on measures of social-related components of the broader autism phenotype. We propose that cognitive differences in a subset of autism family members are manifestations of the language-related component of the broader autism phenotype, and separate from the social-related component. This is consistent with the hypothesis that there are several genes that may interact to cause autism which segregate independently and have distinguishable manifestations in family members. The hypothesis would be further supported by finding different patterns of genetic loci linked to autism in families where one or both parents has language difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1117-1128[article] Predictors of Cognitive Test Patterns in Autism Families [Texte imprimé et/ou numérique] / S. E. FOLSTEIN, Auteur ; Susan L. SANTANGELO, Auteur ; S. E. GILMAN, Auteur ; Joseph PIVEN, Auteur ; Rebecca LANDA, Auteur ; Janet E. LAINHART, Auteur ; J. HEIN, Auteur ; M. WZOREK, Auteur . - 1999 . - p.1117-1128.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1117-1128
Mots-clés : Autistic disorder cognition genetics intelligence language reading disorder spelling disorder Index. décimale : PER Périodiques Résumé : In a case-control study of cognitive performance, tests of intelligence, reading, spelling, and pragmatic language were administered to the parents and siblings of 90 community-ascertained probands with autism (AU group) and to the parents and siblings of 40 similarly ascertained probands with trisomy 21 Down syndrome (DS group). The two samples were comparable for age and parents' education; both groups were well-educated and had above-average intelligence. AU parents scored slightly but significantly lower on the WAIS-R Full Scale and Performance IQ, on two subtests (Picture Arrangement and Picture Completion), and on the Word Attack Test (reading nonsense words) from the Woodcock-Johnson battery. There were no differences between AU and DS siblings. As in earlier studies, AU parents, more often than DS parents, reported a history of early language-related cognitive difficulties; we were not able to replicate this in siblings. AU parents who reported such difficulties scored significantly lower on Verbal IQ, spelling, and the nonsense reading test. AU parents without a history of early language-related cognitive difficulties often had a Verbal IQ that exceeded Performance IQ by more than one standard deviation. AU siblings with early language-related difficulties had similar findings: lower Verbal IQ, poorer spelling, and poorer reading scores, compared to AU siblings without such a history. Parents with a positive history also scored worse on a measure of pragmatic language, the Pragmatic Rating Scale, but not on measures of social-related components of the broader autism phenotype. We propose that cognitive differences in a subset of autism family members are manifestations of the language-related component of the broader autism phenotype, and separate from the social-related component. This is consistent with the hypothesis that there are several genes that may interact to cause autism which segregate independently and have distinguishable manifestations in family members. The hypothesis would be further supported by finding different patterns of genetic loci linked to autism in families where one or both parents has language difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
[article]
Titre : Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Melanie A. BARWICK, Auteur ; Naomi B. HORODEZKY, Auteur ; Denise D. VALLANCE, Auteur ; Nancie IM, Auteur Année de publication : 1998 Article en page(s) : p.865-877 Langues : Anglais (eng) Mots-clés : Psychiatric disorder language disorder reading disorder educational attainment information processing Index. décimale : PER Périodiques Résumé : This study examined the language, achievement, and cognitive characteristics of 380 children, aged 7 to 14 years, consecutively referred to child psychiatric services. Among those children referred solely for psychiatric problems, 40% had a language impairment that had never been suspected. Children with previously identified and unsuspected language impairments were similar with respect to receptive and expressive language and on measures of cognitive processing. Although both groups of children with language impairments exhibited poorer academic achievement than children with normal language, children with previously identified language impairments had the lowest achievement. The milder achievement problems of children with unsuspected language impairment may explain why their problems had not been suspected. Both the clinical and theoretical implications of the findings are discussed. Heightened awareness concerning the high frequency of language impairment and other cognitive processing problems in children referred for psychiatric assessment and treatment should lead to more systematic examination of language functioning and evaluation of the impact of language and communication functioning on therapeutic outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.865-877[article] Language, Achievement, and Cognitive Processing in Psychiatrically Disturbed Children with Previously Identified and Unsuspected Language Impairments [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Melanie A. BARWICK, Auteur ; Naomi B. HORODEZKY, Auteur ; Denise D. VALLANCE, Auteur ; Nancie IM, Auteur . - 1998 . - p.865-877.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.865-877
Mots-clés : Psychiatric disorder language disorder reading disorder educational attainment information processing Index. décimale : PER Périodiques Résumé : This study examined the language, achievement, and cognitive characteristics of 380 children, aged 7 to 14 years, consecutively referred to child psychiatric services. Among those children referred solely for psychiatric problems, 40% had a language impairment that had never been suspected. Children with previously identified and unsuspected language impairments were similar with respect to receptive and expressive language and on measures of cognitive processing. Although both groups of children with language impairments exhibited poorer academic achievement than children with normal language, children with previously identified language impairments had the lowest achievement. The milder achievement problems of children with unsuspected language impairment may explain why their problems had not been suspected. Both the clinical and theoretical implications of the findings are discussed. Heightened awareness concerning the high frequency of language impairment and other cognitive processing problems in children referred for psychiatric assessment and treatment should lead to more systematic examination of language functioning and evaluation of the impact of language and communication functioning on therapeutic outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123