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[article]
Titre : Dyslexia-A Learning Difference Type de document : Texte imprimé et/ou numérique Auteurs : I.C.J. ADUBASIM, Auteur Article en page(s) : 4 p. Langues : Anglais (eng) Mots-clés : Dyslexia Learning disabilities Cognition Reading disabilities Environment Index. décimale : PER Périodiques Résumé : Dyslexia is a specific learning difficulty which is more prevalent amongst students than any other disability. With an increasing awareness of this disability and the need for support, there have been many articles written on this subject. This article considers the definition of dyslexia, how it manifests and the difference it makes to learning. The implications of this study are presented as well as some recommendations for those working with students with dyslexia in various settings. En ligne : https://dx.doi.org/10.4172/2376-0389.1000203 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-1 [01/01/2017] . - 4 p.[article] Dyslexia-A Learning Difference [Texte imprimé et/ou numérique] / I.C.J. ADUBASIM, Auteur . - 4 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-1 [01/01/2017] . - 4 p.
Mots-clés : Dyslexia Learning disabilities Cognition Reading disabilities Environment Index. décimale : PER Périodiques Résumé : Dyslexia is a specific learning difficulty which is more prevalent amongst students than any other disability. With an increasing awareness of this disability and the need for support, there have been many articles written on this subject. This article considers the definition of dyslexia, how it manifests and the difference it makes to learning. The implications of this study are presented as well as some recommendations for those working with students with dyslexia in various settings. En ligne : https://dx.doi.org/10.4172/2376-0389.1000203 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)
[article]
Titre : Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.672-680 Langues : Anglais (eng) Mots-clés : Developmental Language Disorder Reading comprehension decoding dyslexia language Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. METHODS: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). RESULTS: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). CONCLUSIONS: These findings confirm that children with dyslexia or DLD are at-risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness. En ligne : http://dx.doi.org/10.1111/jcpp.13140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.672-680[article] Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.672-680.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.672-680
Mots-clés : Developmental Language Disorder Reading comprehension decoding dyslexia language Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. METHODS: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). RESULTS: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). CONCLUSIONS: These findings confirm that children with dyslexia or DLD are at-risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness. En ligne : http://dx.doi.org/10.1111/jcpp.13140 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Applying a network framework to the neurobiology of reading and dyslexia / S. K. BAILEY in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
[article]
Titre : Applying a network framework to the neurobiology of reading and dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : S. K. BAILEY, Auteur ; K. S. ABOUD, Auteur ; T. Q. NGUYEN, Auteur ; L. E. CUTTING, Auteur Année de publication : 2018 Article en page(s) : 37 p. Langues : Anglais (eng) Mots-clés : Brain network Dyslexia Functional MRI Graph theory Individual differences Language Reading Index. décimale : PER Périodiques Résumé : BACKGROUND: There is a substantial literature on the neurobiology of reading and dyslexia. Differences are often described in terms of individual regions or individual cognitive processes. However, there is a growing appreciation that the brain areas subserving reading are nested within larger functional systems, and new network analysis methods may provide greater insight into how reading difficulty arises. Yet, relatively few studies have adopted a principled network-based approach (e.g., connectomics) to studying reading. In this study, we combine data from previous reading literature, connectomics studies, and original data to investigate the relationship between network architecture and reading. METHODS: First, we detailed the distribution of reading-related areas across many resting-state networks using meta-analytic data from NeuroSynth. Then, we tested whether individual differences in modularity, the brain's tendency to segregate into resting-state networks, are related to reading skill. Finally, we determined whether brain areas that function atypically in dyslexia, as identified by previous meta-analyses, tend to be concentrated in hub regions. RESULTS: We found that most resting-state networks contributed to the reading network, including those subserving domain-general cognitive skills such as attention and executive function. There was also a positive relationship between the global modularity of an individual's brain network and reading skill, with the visual, default mode and cingulo-opercular networks showing the highest correlations. Brain areas implicated in dyslexia were also significantly more likely to have a higher participation coefficient (connect to multiple resting-state networks) than other areas. CONCLUSIONS: These results contribute to the growing literature on the relationship between reading and brain network architecture. They suggest that an efficient network organization, i.e., one in which brain areas form cohesive resting-state networks, is important for skilled reading, and that dyslexia can be characterized by abnormal functioning of hub regions that map information between multiple systems. Overall, use of a connectomics framework opens up new possibilities for investigating reading difficulty, especially its commonalities across other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9251-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 37 p.[article] Applying a network framework to the neurobiology of reading and dyslexia [Texte imprimé et/ou numérique] / S. K. BAILEY, Auteur ; K. S. ABOUD, Auteur ; T. Q. NGUYEN, Auteur ; L. E. CUTTING, Auteur . - 2018 . - 37 p.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 37 p.
Mots-clés : Brain network Dyslexia Functional MRI Graph theory Individual differences Language Reading Index. décimale : PER Périodiques Résumé : BACKGROUND: There is a substantial literature on the neurobiology of reading and dyslexia. Differences are often described in terms of individual regions or individual cognitive processes. However, there is a growing appreciation that the brain areas subserving reading are nested within larger functional systems, and new network analysis methods may provide greater insight into how reading difficulty arises. Yet, relatively few studies have adopted a principled network-based approach (e.g., connectomics) to studying reading. In this study, we combine data from previous reading literature, connectomics studies, and original data to investigate the relationship between network architecture and reading. METHODS: First, we detailed the distribution of reading-related areas across many resting-state networks using meta-analytic data from NeuroSynth. Then, we tested whether individual differences in modularity, the brain's tendency to segregate into resting-state networks, are related to reading skill. Finally, we determined whether brain areas that function atypically in dyslexia, as identified by previous meta-analyses, tend to be concentrated in hub regions. RESULTS: We found that most resting-state networks contributed to the reading network, including those subserving domain-general cognitive skills such as attention and executive function. There was also a positive relationship between the global modularity of an individual's brain network and reading skill, with the visual, default mode and cingulo-opercular networks showing the highest correlations. Brain areas implicated in dyslexia were also significantly more likely to have a higher participation coefficient (connect to multiple resting-state networks) than other areas. CONCLUSIONS: These results contribute to the growing literature on the relationship between reading and brain network architecture. They suggest that an efficient network organization, i.e., one in which brain areas form cohesive resting-state networks, is important for skilled reading, and that dyslexia can be characterized by abnormal functioning of hub regions that map information between multiple systems. Overall, use of a connectomics framework opens up new possibilities for investigating reading difficulty, especially its commonalities across other neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-018-9251-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 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 Comorbidities in preschool children at family risk of dyslexia / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
[article]
Titre : Comorbidities in preschool children at family risk of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Debbie GOOCH, Auteur ; Charles HULME, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.237-246 Langues : Anglais (eng) Mots-clés : Comorbidity language disorder dyslexia motor skills executive function Index. décimale : PER Périodiques Résumé : Background Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children's outcomes. Method The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3½ and 4½ years. The performance of these children was compared to the performance of children with language impairment and typically developing controls. Results Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related during the preschool period, and preschool motor skills predicted unique variance (4%) in early reading skills over and above children's language ability. Conclusion Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children's early language and motor skills are predictors of children's later reading skills. En ligne : http://dx.doi.org/10.1111/jcpp.12139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.237-246[article] Comorbidities in preschool children at family risk of dyslexia [Texte imprimé et/ou numérique] / Debbie GOOCH, Auteur ; Charles HULME, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur . - p.237-246.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.237-246
Mots-clés : Comorbidity language disorder dyslexia motor skills executive function Index. décimale : PER Périodiques Résumé : Background Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children's outcomes. Method The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3½ and 4½ years. The performance of these children was compared to the performance of children with language impairment and typically developing controls. Results Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related during the preschool period, and preschool motor skills predicted unique variance (4%) in early reading skills over and above children's language ability. Conclusion Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children's early language and motor skills are predictors of children's later reading skills. En ligne : http://dx.doi.org/10.1111/jcpp.12139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 Developmental dyslexia: predicting individual risk / Paul A. THOMPSON in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)
PermalinkExplaining the sex difference in dyslexia / Anne B. ARNETT in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)
PermalinkGenomic sequencing of a dyslexia susceptibility haplotype encompassing ROBO1 / S. MASSINEN in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
PermalinkLanguage Impairment and Dyslexia Genes Influence Language Skills in Children With Autism Spectrum Disorders / John D. EICHER in Autism Research, 8-2 (April 2015)
PermalinkLate, not early mismatch responses to changes in frequency are reduced or deviant in children with dyslexia: an event-related potential study / L. F. HALLIDAY in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)
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