Comorbidity of learning disorders: prevalence and familial transmission / Karin LANDERL in Journal of Child Psychology and Psychiatry, 51-3 (March 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-3 (March 2010) . - p.287-294 Titre : Comorbidity of learning disorders: prevalence and familial transmission Type de document : Texte imprimé et/ou numérique Auteurs : Karin LANDERL, Auteur ; Kristina MOLL, Auteur Année de publication : 2010 Article en page(s) : p.287-294 Langues : Anglais (eng) Mots-clés : Specific-learning-disorders comorbidity prevalence gender-ratios familial-transmission Index. décimale : PER Périodiques Résumé : Background: In order to fully specify the profiles of risk and protective factors of developmental disorders, a better understanding of the conditions under which they co-occur is required. So far, empirical evidence on comorbidities of specific learning disorders in arithmetic, reading and spelling is scarce. Methods: Prevalence and gender ratios of specific learning disorders in arithmetic (AD), reading (RD), and spelling (SD) and their co-occurrence were assessed in a large (N = 2586) population-based sample of elementary school children and in a subsample of 293 children with at least one learning disorder (LD-sample). A questionnaire on familial transmission was given to a subsample of 256 parents of children with a learning disorder and 146 typically developing children. Results: The rates of deficits in arithmetic, reading, or spelling were four to five times higher in samples already experiencing marked problems in one academic domain compared to the full population. Thus, comorbidity of learning disorders was confirmed in a fairly standard school population. Rates of co-occurrence decreased for AD and RD, but not isolated SD when more stringent cutoff criteria were applied, suggesting that the comorbidity of arithmetic and spelling disorder may be more strongly biologically mediated than the comorbidity of arithmetic and reading disorder. We found a preponderance of girls with AD and boys with SD. These imbalanced gender ratios were especially marked for isolated problems, while for comorbid problems gender ratios were mostly balanced with the exception of deficits in arithmetic and reading (but not spelling) which were more typical for girls. The parental questionnaire provided evidence for disorder-specific familial transmission and co-segregation of arithmetic and literacy deficits. Conclusions: Comorbidities of learning disorders are not artificial. They are the result of a complex interplay between both general and disorder-specific aetiological factors. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02164.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=988 [article] Comorbidity of learning disorders: prevalence and familial transmission [Texte imprimé et/ou numérique] / Karin LANDERL, Auteur ; Kristina MOLL, Auteur . - 2010 . - p.287-294. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-3 (March 2010) . - p.287-294 Mots-clés : Specific-learning-disorders comorbidity prevalence gender-ratios familial-transmission Index. décimale : PER Périodiques Résumé : Background: In order to fully specify the profiles of risk and protective factors of developmental disorders, a better understanding of the conditions under which they co-occur is required. So far, empirical evidence on comorbidities of specific learning disorders in arithmetic, reading and spelling is scarce. Methods: Prevalence and gender ratios of specific learning disorders in arithmetic (AD), reading (RD), and spelling (SD) and their co-occurrence were assessed in a large (N = 2586) population-based sample of elementary school children and in a subsample of 293 children with at least one learning disorder (LD-sample). A questionnaire on familial transmission was given to a subsample of 256 parents of children with a learning disorder and 146 typically developing children. Results: The rates of deficits in arithmetic, reading, or spelling were four to five times higher in samples already experiencing marked problems in one academic domain compared to the full population. Thus, comorbidity of learning disorders was confirmed in a fairly standard school population. Rates of co-occurrence decreased for AD and RD, but not isolated SD when more stringent cutoff criteria were applied, suggesting that the comorbidity of arithmetic and spelling disorder may be more strongly biologically mediated than the comorbidity of arithmetic and reading disorder. We found a preponderance of girls with AD and boys with SD. These imbalanced gender ratios were especially marked for isolated problems, while for comorbid problems gender ratios were mostly balanced with the exception of deficits in arithmetic and reading (but not spelling) which were more typical for girls. The parental questionnaire provided evidence for disorder-specific familial transmission and co-segregation of arithmetic and literacy deficits. Conclusions: Comorbidities of learning disorders are not artificial. They are the result of a complex interplay between both general and disorder-specific aetiological factors. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02164.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=988

Predictors of developmental dyslexia in European orthographies with varying complexity / Karin LANDERL in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Titre : Predictors of developmental dyslexia in European orthographies with varying complexity Type de document : Texte imprimé et/ou numérique Auteurs : Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur Article en page(s) : p.686-694 Langues : Anglais (eng) Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Predictors of developmental dyslexia in European orthographies with varying complexity [Texte imprimé et/ou numérique] / Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H. T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÜLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur . - p.686-694. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

---

1 (1 - 2 / 2)