Anatomical risk factors that distinguish dyslexia from SLI predict reading skill in normal children
Section snippets
Reading disability (RD)
Fourteen RD children were identified in two longitudinal studies of reading development conducted between 1991 and 1998. Nine children came from LONG1, a study in which 149 children representative of the socioeconomic distribution
Anatomical subtype and normal reading development
In view of the many factors that affect reading scores in a heterogeneous sample of children, the fact that a purely anatomical classification predicted diagnosis is notable. The analysis of normal children was a prospective validation of the predictive ability of the brain measures in a separate population. The analysis showed that normal children with ASY subtypes, like ASY adults with PD, had specific weaknesses in phonological decoding, weaknesses that increased with age. Children with SS
Acknowledgements
The authors are very grateful to the parents and children who participated in these experiments; to Laurie Gauger, Cynthia Puranik, Nicholas Benson, Bryan Mahoney, Angie Bollich, Cecile Mohr, Alan Freeman, and Wayne King for recruiting, testing and measuring brain anatomy, to John Kranzler and Thomas Oakland for consultation, to Bill Bell for excellent assistance in scanning, and to Wendy Swearingen, Marina Santarpia, Jim Weaver, Brandi Griffin, Jon Akers, David Parks, Dan Bradley and Sarah
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Plasticity of the language system in children and adults
2022, Handbook of Clinical NeurologyCitation Excerpt :Studies investigating the genetic relationship between cerebral asymmetry and language impairment have identified several candidate genes (FOXP2, ATP2C2, CMIP, CNTNAP2, DCDC2, DYX1, KIAA0319, MRPL19/C2ORF3) but the relationships are complex and likely polygenetic (Newbury and Monaco, 2010; Darki et al., 2012; Graham and Fisher, 2013; Ocklenburg et al., 2014). Reduced asymmetry in the size of the planum temporale has been associated with dyslexia, but this relationship depends on how dyslexia and symmetry are classified (Eckert and Leonard, 2000; Leonard et al., 2002) and this structural asymmetry does not directly correlate with lateralization of language functions (Dorsaint-Pierre et al., 2006; Keller et al., 2010; Bishop, 2013). Reduced laterality has been observed in adults with developmental language disorder and dyslexia (Whitehouse and Bishop, 2008; Illingworth and Bishop, 2009; Sun et al., 2010; de Guibert et al., 2011; Badcock et al., 2012; Krishnan et al., 2016), which has, for example, been measured during fMRI word generation tasks that produce robust left hemisphere activation in neurotypical adults.
The role of family in speech rehabilitation of children with learning disabilities: Clinical observations by Luria and Reitan
2020, Evaluation and Treatment of Neuropsychologically Compromised ChildrenNeuroanatomy of developmental dyslexia: Pitfalls and promise
2018, Neuroscience and Biobehavioral ReviewsCitation Excerpt :One obvious reason is that there is still no widespread agreement with respect to subtypes of dyslexia. There has been Boder’s (1973) classical distinction between dysphonetic and dyseidetic dyslexias, Castles and Coltheart’s (1993) phonological vs. surface dyslexias, Leonard et al.’s (2002a) distinction between cases with and without an oral language deficit, Bosse et al’s (2007) distinction between phonological and visual attention span deficits, as well as more bottom-up approaches based on cluster analyses (Jednoróg et al., 2014; Morris et al., 1998). It is fair to say that none of these typologies has been sufficiently broadly accepted to provide general guidance for the study of the neuroanatomy of dyslexia.
The neuroanatomy of developmental language disorder: a systematic review and meta-analysis
2024, Nature Human Behaviour