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Neural systems mediating processing of sound units of language distinguish recovery versus persistence in stuttering / R. MOHAN in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)
[article]
Titre : Neural systems mediating processing of sound units of language distinguish recovery versus persistence in stuttering Type de document : Texte imprimé et/ou numérique Auteurs : R. MOHAN, Auteur ; C. WEBER, Auteur Article en page(s) : p.28 Langues : Anglais (eng) Mots-clés : Lateralization N400 Phonological processing Rhyme effect Stuttering persistence Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental stuttering is a multi-factorial disorder. Measures of neural activity while children processed the phonological (language sound unit) properties of words have revealed neurodevelopmental differences between fluent children and those who stutter. However, there is limited evidence to show whether the neural bases of phonological processing can be used to identify stuttering recovery status. As an initial step, we aimed to determine if differences in neural activity during phonological processing could aid in distinguishing children who had recovered from stuttering and those whose stuttering persisted. METHODS: We examined neural activity mediating phonological processing in forty-three 7-8 year old children. Groups included children who had recovered from stuttering (CWS-Rec), those whose stuttering persisted (CWS-Per), and children who did not stutter (CWNS). All children demonstrated normal non-verbal intelligence and language skills. Electroencephalograms were recorded as the children listened to pairs of pseudo-words (primes-targets) that either rhymed or did not. Behavioral rhyme judgments along with peak latency and mean amplitude of the N400s elicited by prime and target stimuli were examined. RESULTS: All the groups were very accurate in their rhyme judgments and displayed a typical ERP rhyme effect, characterized by increased N400 amplitudes over central parietal sites for nonrhyming targets compared to rhyming targets. However, over anterior electrode sites, an earlier onset of the N400 for rhyming compared to non-rhyming targets, indexing phonological segmentation and rehearsal, was observed in the CWNS and CWS-Rec groups. This effect occurred bilaterally for the CWNS, was greater over the right hemisphere in the CWS-Rec, and was absent in the CWS-Per. CONCLUSIONS: These results are the first to show that differences in ERPs reflecting phonological processing are marked by atypical lateralization in childhood even after stuttering recovery and more pronounced atypical neural patterns for the children whose stuttering persisted. Despite comparable language and phonological skills as revealed by standardized tests, the neural activity mediating phonological segmentation and rehearsal differentiated 7-8 year old children whose stuttering persisted from those who had recovered from stuttering and typically developing peers. En ligne : http://dx.doi.org/10.1186/s11689-015-9124-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.28[article] Neural systems mediating processing of sound units of language distinguish recovery versus persistence in stuttering [Texte imprimé et/ou numérique] / R. MOHAN, Auteur ; C. WEBER, Auteur . - p.28.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.28
Mots-clés : Lateralization N400 Phonological processing Rhyme effect Stuttering persistence Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental stuttering is a multi-factorial disorder. Measures of neural activity while children processed the phonological (language sound unit) properties of words have revealed neurodevelopmental differences between fluent children and those who stutter. However, there is limited evidence to show whether the neural bases of phonological processing can be used to identify stuttering recovery status. As an initial step, we aimed to determine if differences in neural activity during phonological processing could aid in distinguishing children who had recovered from stuttering and those whose stuttering persisted. METHODS: We examined neural activity mediating phonological processing in forty-three 7-8 year old children. Groups included children who had recovered from stuttering (CWS-Rec), those whose stuttering persisted (CWS-Per), and children who did not stutter (CWNS). All children demonstrated normal non-verbal intelligence and language skills. Electroencephalograms were recorded as the children listened to pairs of pseudo-words (primes-targets) that either rhymed or did not. Behavioral rhyme judgments along with peak latency and mean amplitude of the N400s elicited by prime and target stimuli were examined. RESULTS: All the groups were very accurate in their rhyme judgments and displayed a typical ERP rhyme effect, characterized by increased N400 amplitudes over central parietal sites for nonrhyming targets compared to rhyming targets. However, over anterior electrode sites, an earlier onset of the N400 for rhyming compared to non-rhyming targets, indexing phonological segmentation and rehearsal, was observed in the CWNS and CWS-Rec groups. This effect occurred bilaterally for the CWNS, was greater over the right hemisphere in the CWS-Rec, and was absent in the CWS-Per. CONCLUSIONS: These results are the first to show that differences in ERPs reflecting phonological processing are marked by atypical lateralization in childhood even after stuttering recovery and more pronounced atypical neural patterns for the children whose stuttering persisted. Despite comparable language and phonological skills as revealed by standardized tests, the neural activity mediating phonological segmentation and rehearsal differentiated 7-8 year old children whose stuttering persisted from those who had recovered from stuttering and typically developing peers. En ligne : http://dx.doi.org/10.1186/s11689-015-9124-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348 Phonological awareness and reading in boys with fragile X syndrome / Suzanne M. ADLOF in Journal of Child Psychology and Psychiatry, 56-1 (January 2015)
[article]
Titre : Phonological awareness and reading in boys with fragile X syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne M. ADLOF, Auteur ; Jessica KLUSEK, Auteur ; Svetlana V. SHINKAREVA, Auteur ; Marissa L. ROBINSON, Auteur ; Jane E. ROBERTS, Auteur Article en page(s) : p.30-39 Langues : Anglais (eng) Mots-clés : Phonological processing intellectual disability longitudinal studies reading developmental delay Index. décimale : PER Périodiques Résumé : Background Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic, social-behavioral and environmental factors were also investigated as predictors of phonological awareness. Methods Participants included 54 boys with FXS and 53 typically developing (TD) mental age-matched peers who completed assessments of phonological awareness, nonverbal intelligence, and reading annually for up to 4 years. FMRP level and autism symptomatology were also measured within the FXS group. Hierarchical linear modeling was used to examine change in phonological awareness over time and its predictors. Linear regression was used to examine phonological awareness as a predictor of word reading. Results Boys with FXS exhibited slower growth than TD peers in phonological awareness only when nonverbal cognitive abilities were not controlled. The rate of change in phonological awareness decreased significantly after age 10 in boys with FXS. Phonological awareness accounted for 18% unique variance in basic reading ability after controlling for nonverbal cognition, with similar relationships across groups. Conclusion Phonological awareness skills in the boys with FXS were commensurate with their nonverbal cognitive abilities, with similar relationships between phonological awareness and reading as observed in the TD mental age-matched peers. More research is needed to examine potential causal relationships between phonological awareness, other language skills, and reading abilities in individuals with FXS and other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.30-39[article] Phonological awareness and reading in boys with fragile X syndrome [Texte imprimé et/ou numérique] / Suzanne M. ADLOF, Auteur ; Jessica KLUSEK, Auteur ; Svetlana V. SHINKAREVA, Auteur ; Marissa L. ROBINSON, Auteur ; Jane E. ROBERTS, Auteur . - p.30-39.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.30-39
Mots-clés : Phonological processing intellectual disability longitudinal studies reading developmental delay Index. décimale : PER Périodiques Résumé : Background Reading delays are well documented in children with fragile X syndrome (FXS), but few studies have examined linguistic precursors of reading in this population. This study examined the longitudinal development of phonological awareness and its relationship with basic reading in boys with FXS. Individual differences in genetic, social-behavioral and environmental factors were also investigated as predictors of phonological awareness. Methods Participants included 54 boys with FXS and 53 typically developing (TD) mental age-matched peers who completed assessments of phonological awareness, nonverbal intelligence, and reading annually for up to 4 years. FMRP level and autism symptomatology were also measured within the FXS group. Hierarchical linear modeling was used to examine change in phonological awareness over time and its predictors. Linear regression was used to examine phonological awareness as a predictor of word reading. Results Boys with FXS exhibited slower growth than TD peers in phonological awareness only when nonverbal cognitive abilities were not controlled. The rate of change in phonological awareness decreased significantly after age 10 in boys with FXS. Phonological awareness accounted for 18% unique variance in basic reading ability after controlling for nonverbal cognition, with similar relationships across groups. Conclusion Phonological awareness skills in the boys with FXS were commensurate with their nonverbal cognitive abilities, with similar relationships between phonological awareness and reading as observed in the TD mental age-matched peers. More research is needed to examine potential causal relationships between phonological awareness, other language skills, and reading abilities in individuals with FXS and other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities / Julia M. CARROLL in Journal of Child Psychology and Psychiatry, 57-6 (June 2016)
[article]
Titre : Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities Type de document : Texte imprimé et/ou numérique Auteurs : Julia M. CARROLL, Auteur ; Jonathan SOLITY, Auteur ; Laura R. SHAPIRO, Auteur Article en page(s) : p.750-758 Langues : Anglais (eng) Mots-clés : Dyslexia educational attainment longitudinal studies prediction phonological processing Index. décimale : PER Périodiques Résumé : Background It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. Method An unselected sample of 267 children at school entry completed a wide battery of tasks associated with dyslexia. Their reading was tested 2, 3 and 4 years later and poor readers were identified (n = 42). Logistic regression and multiple case study approaches were used to examine the predictive validity of different tasks. Results As expected, print knowledge, verbal short-term memory, phonological awareness and rapid naming were good predictors of later poor reading. Deficits in visual search and in auditory processing were also present in a large minority of the poor readers. Almost all poor readers showed deficits in at least one area at school entry, but there was no single deficit that characterised the majority of poor readers. Conclusions Results are in line with Pennington's () multiple deficits view of dyslexia. They indicate that the causes of poor reading outcome are multiple, interacting and probabilistic, rather than deterministic. En ligne : http://dx.doi.org/10.1111/jcpp.12488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.750-758[article] Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities [Texte imprimé et/ou numérique] / Julia M. CARROLL, Auteur ; Jonathan SOLITY, Auteur ; Laura R. SHAPIRO, Auteur . - p.750-758.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.750-758
Mots-clés : Dyslexia educational attainment longitudinal studies prediction phonological processing Index. décimale : PER Périodiques Résumé : Background It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. Method An unselected sample of 267 children at school entry completed a wide battery of tasks associated with dyslexia. Their reading was tested 2, 3 and 4 years later and poor readers were identified (n = 42). Logistic regression and multiple case study approaches were used to examine the predictive validity of different tasks. Results As expected, print knowledge, verbal short-term memory, phonological awareness and rapid naming were good predictors of later poor reading. Deficits in visual search and in auditory processing were also present in a large minority of the poor readers. Almost all poor readers showed deficits in at least one area at school entry, but there was no single deficit that characterised the majority of poor readers. Conclusions Results are in line with Pennington's () multiple deficits view of dyslexia. They indicate that the causes of poor reading outcome are multiple, interacting and probabilistic, rather than deterministic. En ligne : http://dx.doi.org/10.1111/jcpp.12488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Language-related abilities in ‘unaffected’ school-aged siblings of children with ASD / Ellen DRUMM in Research in Autism Spectrum Disorders, 18 (October 2015)
[article]
Titre : Language-related abilities in ‘unaffected’ school-aged siblings of children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ellen DRUMM, Auteur ; Susan E. BRYSON, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Jessica BRIAN, Auteur Article en page(s) : p.83-96 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-risk siblings Language Pragmatics Phonological processing Reading Index. décimale : PER Périodiques Résumé : Abstract Siblings of children with autism spectrum disorder (ASD) who do not have ASD outcomes are more likely than their peers to experience delays in language acquisition as preschoolers. However, less is known about how these siblings are faring when they are school-aged. We examined language-related abilities of 18 siblings with non-ASD outcomes, aged 8–11. On average, siblings performed more poorly than the normative sample in phonological memory and phonological awareness. In contrast, word-level reading was unimpaired. No deficits relative to norms were found on a direct child assessment and parent-report measure of pragmatic language; however, recommendations for further research in this area are made. Comparing two direct child assessments, this sample performed more poorly in pragmatics than receptive/expressive language. Language abilities in siblings of children with ASD is an area ripe for further investigation with larger sample sizes and appropriate comparison groups. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.83-96[article] Language-related abilities in ‘unaffected’ school-aged siblings of children with ASD [Texte imprimé et/ou numérique] / Ellen DRUMM, Auteur ; Susan E. BRYSON, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Jessica BRIAN, Auteur . - p.83-96.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.83-96
Mots-clés : Autism spectrum disorder High-risk siblings Language Pragmatics Phonological processing Reading Index. décimale : PER Périodiques Résumé : Abstract Siblings of children with autism spectrum disorder (ASD) who do not have ASD outcomes are more likely than their peers to experience delays in language acquisition as preschoolers. However, less is known about how these siblings are faring when they are school-aged. We examined language-related abilities of 18 siblings with non-ASD outcomes, aged 8–11. On average, siblings performed more poorly than the normative sample in phonological memory and phonological awareness. In contrast, word-level reading was unimpaired. No deficits relative to norms were found on a direct child assessment and parent-report measure of pragmatic language; however, recommendations for further research in this area are made. Comparing two direct child assessments, this sample performed more poorly in pragmatics than receptive/expressive language. Language abilities in siblings of children with ASD is an area ripe for further investigation with larger sample sizes and appropriate comparison groups. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 Child and parental literacy levels within families with a history of dyslexia / Elsje VAN BERGEN in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)
[article]
Titre : Child and parental literacy levels within families with a history of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Elsje VAN BERGEN, Auteur ; Peter F. DE JONG, Auteur ; Anna PLAKAS, Auteur ; Ben MAASSEN, Auteur ; Aryan VAN DER LEIJ, Auteur Année de publication : 2012 Article en page(s) : p.28-36 Langues : Anglais (eng) Mots-clés : Dyslexia family history parent–child relationships reading phonological processing Index. décimale : PER Périodiques Résumé : Background: The present study concerns literacy and its underlying cognitive skills in Dutch children who differ in familial risk (FR) for dyslexia. Previous studies with FR-children were inconclusive regarding the performance of FR-children without dyslexia as compared to the controls. Moreover, van Bergen et al. (2011) recently showed that FR-children with and without dyslexia differed in parental reading skills, suggesting that those who go on to develop dyslexia have a higher liability. The current study concerned 1) the comparison of three groups of children at the end of second grade and 2) the intergenerational transfer of reading and its underlying cognitive skills from parent to child. Method: Three groups of children were studied at the end of second grade: FR-dyslexia (n = 42), FR-no-dyslexia (n = 99), and control children (n = 66). Parents and children were measured on naming, phonology, spelling, and word and pseudoword reading. Results: The FR-dyslexia children were severely impaired across all tasks. The FR-no-dyslexia children performed better than the FR-dyslexia children, but still below the level of the controls on all tasks; the only exception was rapid naming (RAN), on which they were as fast as the controls. Focusing on the FR subsample, parental reading and RAN were related to their offspring’s reading status. Conclusions: We replicated and extended van Bergen et al.’s study in showing that the FR-children who develop dyslexia are likely to have a higher liability. Both the group comparisons and the parent–child relations highlight the importance of good RAN skills for reading acquisition. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02418.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.28-36[article] Child and parental literacy levels within families with a history of dyslexia [Texte imprimé et/ou numérique] / Elsje VAN BERGEN, Auteur ; Peter F. DE JONG, Auteur ; Anna PLAKAS, Auteur ; Ben MAASSEN, Auteur ; Aryan VAN DER LEIJ, Auteur . - 2012 . - p.28-36.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.28-36
Mots-clés : Dyslexia family history parent–child relationships reading phonological processing Index. décimale : PER Périodiques Résumé : Background: The present study concerns literacy and its underlying cognitive skills in Dutch children who differ in familial risk (FR) for dyslexia. Previous studies with FR-children were inconclusive regarding the performance of FR-children without dyslexia as compared to the controls. Moreover, van Bergen et al. (2011) recently showed that FR-children with and without dyslexia differed in parental reading skills, suggesting that those who go on to develop dyslexia have a higher liability. The current study concerned 1) the comparison of three groups of children at the end of second grade and 2) the intergenerational transfer of reading and its underlying cognitive skills from parent to child. Method: Three groups of children were studied at the end of second grade: FR-dyslexia (n = 42), FR-no-dyslexia (n = 99), and control children (n = 66). Parents and children were measured on naming, phonology, spelling, and word and pseudoword reading. Results: The FR-dyslexia children were severely impaired across all tasks. The FR-no-dyslexia children performed better than the FR-dyslexia children, but still below the level of the controls on all tasks; the only exception was rapid naming (RAN), on which they were as fast as the controls. Focusing on the FR subsample, parental reading and RAN were related to their offspring’s reading status. Conclusions: We replicated and extended van Bergen et al.’s study in showing that the FR-children who develop dyslexia are likely to have a higher liability. Both the group comparisons and the parent–child relations highlight the importance of good RAN skills for reading acquisition. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02418.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148