Search results for "Reading disability"
showing 10 items of 37 documents
Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
2019
Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapid naming, and phonology. To investigate the genetic basis of DD, we conducted a genome-wide association study (GWAS) of these skills within one of the largest studies available, including nine cohorts of reading-impaired and typically developing children of European ancestry (N = 2562–3468). We observed a genome-wide significant effect (p < 1 × 10…
Cognitive and non-cognitive factors in educational and occupational outcomes-Specific to reading disability?
2020
Low education and unemployment are common adult-age outcomes associated with childhood RD (c-RD). However, adult-age cognitive and non-cognitive factors associated with different outcomes remain unknown. We studied whether these outcomes are equally common among individuals with c-RD and controls and whether these outcomes are related to adult-age literacy skills or cognitive and non-cognitive factors or their interaction with c-RD. We examined adult participants with c-RD (n = 48) and their matched controls (n = 37). Low education was more common among c-RD than the controls, whereas long-term unemployment was equally common in both groups. Moreover, adult-age literacy skills, cognitive sk…
A dominant gene for developmental dyslexia on chromosome 3.
2001
Developmental dyslexia is a neurofunctional disorder characterised by an unexpected difficulty in learning to read and write despite adequate intelligence, motivation, and education. Previous studies have suggested mostly quantitative susceptibility loci for dyslexia on chromosomes 1, 2, 6, and 15, but no genes have been identified yet. We studied a large pedigree, ascertained from 140 families considered, segregating pronounced dyslexia in an autosomal dominant fashion. Affected status and the subtype of dyslexia were determined by neuropsychological tests. A genome scan with 320 markers showed a novel dominant locus linked to dyslexia in the pericentromeric region of chromosome 3 with a m…
Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers.
2012
Family history and poor preliteracy skills (referred to here as familial and behavioral risk, respectively) are critical predictors of developmental dyslexia. This study systematically investigated the independent contribution of familial and behavioral risks on brain structures, which had not been explored in past studies. We also examined the differential effects of maternal versus paternal history on brain morphometry, and familial risk dimensionally versus categorically, which were also novel aspects of the study. We assessed 51 children (5 to 6 years of age) with varying degrees of familial and behavioral risks for developmental dyslexia and examined associations with brain morphometry…
Familial dyslexia: neurocognitive and genetic correlation in a large Finnish family.
2007
Neuropsychological findings of individuals with dyslexia (n=24) from a large, three-generation Finnish family are presented. We have previously performed whole genome linkage scanning in this family and found that dyslexia in this kindred segregates with a single locus in the pericentromeric area of chromosome 3. Those included in the analyses were carefully evaluated for general cognitive ability, reading and spelling skills, and reading-related neurocognitive skills. The neurocognitive type of dyslexia segregating in this family consisted of deficits in phonological awareness, verbal short-term memory, and rapid naming. Severe dyslexia also seemed to be connected with a general language d…
Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children w…
2009
ABSTRACTOur goal was to investigate auditory and speech perception abilities of children with and without reading disability (RD) and associations between auditory, speech perception, reading, and spelling skills. Participants were 9-year-old, Finnish-speaking children with RD (N = 30) and typically reading children (N = 30). Results showed significant group differences between the groups in phoneme duration discrimination but not in perception of amplitude modulation and rise time. Correlations among rise time discrimination, phoneme duration, and spelling accuracy were found for children with RD. Those children with poor rise time discrimination were also poor in phoneme duration discrimi…
Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort
2013
The work conducted at the WTCHG was supported by Wellcome Trust grants [076566/Z/05/Z] and [075491/Z/04]; the work in Zurich partly by an SNSF grant [32-108130]. We also thank MAF (Mutation Analysis core Facility) at the Karolinska Institute, Novum, Huddinge. The French part of the project was funded by Agence Nationale de la Recherche (ANR-06-NEURO-019-01 GENEDYS) and Ville de Paris. S Paracchini is a Royal Society University Research Fellow. D Czamara was supported by the Deutsche Forschungsgemeinschaft (German Research Foundation) within the framework of the Munich Cluster for Systems Neurology (EXC 1010 SyNergy). Dyslexia is one of the most common childhood disorders with a prevalence o…
Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection
2012
Abstract This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive…
Does training in syllable recognition improve reading speed? A computer-based trial with poor readers from second and third grade.
2013
Repeated reading of infrequent syllables has been shown to increase reading speed at the word level in a transparent orthography. This study confirms these results with a computer-based training method and extends them by comparing the training effects of short syllables and long frequent and infrequent syllables, controlling for rapid automatized naming. Our results, based on a sample of 150 poor readers of Finnish, showed clear gains in reading speed regarding all trained syllables, but a transfer effect to the word level was evident only in the case of long infrequent syllables. Rapid automatized naming was associated with initial reading speed, but not with the training effect. peerRevi…
Resolving reading disability : Childhood predictors and adult-age outcomes
2018
We examined frequency of adult-age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult-age RD was not met anymore. More fluent rapid naming, less severe childhood RD, and multiple support providers in childhood together predicted improvement of reading fluency. More fluent naming differentiated the childhood RD participants whose reading fluency had improved by adult-age from those participants whose RD …