27 recherche sur le mot-clé 'Dyslexia'

Dyslexia-A Learning Difference / I.C.J. ADUBASIM in Autism - Open Access, 7-1 ([01/01/2017])  

Public ISBD [article]  inAutism - Open Access > 7-1 [01/01/2017] . - 4 p. Titre : Dyslexia-A Learning Difference Type de document : texte imprimé 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 [article] Dyslexia-A Learning Difference [texte imprimé] / 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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.672-680 Titre : Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension Type de document : texte imprimé 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 [article] Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension [texte imprimé] / 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

Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies / Lauren M. MCGRATH in Journal of Neurodevelopmental Disorders, 11-1 (December 2019)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 31 Titre : Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies Type de document : texte imprimé Auteurs : Lauren M. MCGRATH, Auteur ; Catherine J. STOODLEY, Auteur Article en page(s) : 31 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/diagnostic imaging/epidemiology  Caudate Nucleus/diagnostic imaging  Comorbidity  Dyslexia/diagnostic imaging/epidemiology  Gray Matter/diagnostic imaging  Humans  Neuroimaging  Attention-deficit/hyperactivity disorder  Caudate  Dyslexia  Meta-analysis  Voxel-based morphometry Index. décimale : PER Périodiques Résumé : BACKGROUND: Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders. METHODS: We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations). RESULTS: Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity. CONCLUSIONS: The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis. En ligne : https://dx.doi.org/10.1186/s11689-019-9287-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573 [article] Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies [texte imprimé] / Lauren M. MCGRATH, Auteur ; Catherine J. STOODLEY, Auteur . - 31. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 31 Mots-clés : Attention Deficit Disorder with Hyperactivity/diagnostic imaging/epidemiology  Caudate Nucleus/diagnostic imaging  Comorbidity  Dyslexia/diagnostic imaging/epidemiology  Gray Matter/diagnostic imaging  Humans  Neuroimaging  Attention-deficit/hyperactivity disorder  Caudate  Dyslexia  Meta-analysis  Voxel-based morphometry Index. décimale : PER Périodiques Résumé : BACKGROUND: Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders. METHODS: We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations). RESULTS: Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity. CONCLUSIONS: The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis. En ligne : https://dx.doi.org/10.1186/s11689-019-9287-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=573

Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder / Ryan J. SLABY in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder Type de document : texte imprimé Auteurs : Ryan J. SLABY, Auteur ; C Nikki ARRINGTON, Auteur ; Jeffrey MALINS, Auteur ; Rose A. SEVCIK, Auteur ; Kenneth R. PUGH, Auteur ; Robin MORRIS, Auteur Langues : Anglais (eng) Mots-clés : White Matter/physiopathology  Dyslexia/complications/physiopathology  Attention Deficit Disorder with Hyperactivity/complications/physiopathology  Analysis of Variance  Attention  Humans  Child  Reading  Executive Function  Adhd  Comorbidity  Dti  Dyslexia  Fa  Slf  White matter Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders. Individuals with DD or ADHD have both been shown to have deficits in white matter tracts associated with reading and attentional control networks. However, white matter diffusivity in individuals comorbid with both DD and ADHD (DD + ADHD) has not been specifically explored. METHODS: Participants were 3(rd) and 4(th) graders (age range = 7 to 11 years; SD = 0.69) from three diagnostic groups ((DD (n = 40), DD + ADHD (n = 22), and typical developing (TD) (n = 20)). Behavioral measures of reading and attention alongside measures of white matter diffusivity were collected for all participants. RESULTS: DD + ADHD and TD groups differed in mean fractional anisotropy (FA) for the left and right Superior Longitudinal Fasciculus (SLF)-Parietal Terminations and SLF-Temporal Terminations. Mean FA for the DD group across these SLF tracts fell between the lower DD + ADHD and higher TD averages. No differences in mean diffusivity nor significant brain-behavior relations were found. CONCLUSIONS: Findings suggest that WM diffusivity in the SLF increases along a continuum across DD + ADHD, DD, and TD. En ligne : https://dx.doi.org/10.1186/s11689-023-09495-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder [texte imprimé] / Ryan J. SLABY, Auteur ; C Nikki ARRINGTON, Auteur ; Jeffrey MALINS, Auteur ; Rose A. SEVCIK, Auteur ; Kenneth R. PUGH, Auteur ; Robin MORRIS, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Mots-clés : White Matter/physiopathology  Dyslexia/complications/physiopathology  Attention Deficit Disorder with Hyperactivity/complications/physiopathology  Analysis of Variance  Attention  Humans  Child  Reading  Executive Function  Adhd  Comorbidity  Dti  Dyslexia  Fa  Slf  White matter Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders. Individuals with DD or ADHD have both been shown to have deficits in white matter tracts associated with reading and attentional control networks. However, white matter diffusivity in individuals comorbid with both DD and ADHD (DD + ADHD) has not been specifically explored. METHODS: Participants were 3(rd) and 4(th) graders (age range = 7 to 11 years; SD = 0.69) from three diagnostic groups ((DD (n = 40), DD + ADHD (n = 22), and typical developing (TD) (n = 20)). Behavioral measures of reading and attention alongside measures of white matter diffusivity were collected for all participants. RESULTS: DD + ADHD and TD groups differed in mean fractional anisotropy (FA) for the left and right Superior Longitudinal Fasciculus (SLF)-Parietal Terminations and SLF-Temporal Terminations. Mean FA for the DD group across these SLF tracts fell between the lower DD + ADHD and higher TD averages. No differences in mean diffusivity nor significant brain-behavior relations were found. CONCLUSIONS: Findings suggest that WM diffusivity in the SLF increases along a continuum across DD + ADHD, DD, and TD. En ligne : https://dx.doi.org/10.1186/s11689-023-09495-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

Applying a network framework to the neurobiology of reading and dyslexia / Stephen K. BAILEY in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 37 p. Titre : Applying a network framework to the neurobiology of reading and dyslexia Type de document : texte imprimé Auteurs : Stephen K. BAILEY, Auteur ; Katherine S. ABOUD, Auteur ; Tin Q. NGUYEN, Auteur ; Laurie 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 [article] Applying a network framework to the neurobiology of reading and dyslexia [texte imprimé] / Stephen K. BAILEY, Auteur ; Katherine S. ABOUD, Auteur ; Tin Q. NGUYEN, Auteur ; Laurie 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)  

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Comorbidities in preschool children at family risk of dyslexia / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)  

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Developmental dyslexia: predicting individual risk / Paul A. THOMPSON in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)  

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Explaining the sex difference in dyslexia / Anne B. ARNETT in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)  

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Genomic sequencing of a dyslexia susceptibility haplotype encompassing ROBO1 / Satu MASSINEN in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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