• 1 The genetic lexicon of dyslexia. 复制标题 收藏 收藏

    【阅读障碍的遗传词典。】 复制标题 收藏 收藏
    DOI:10.1146/annurev.genom.8.080706.092312 复制DOI
    作者列表:Paracchini S,Scerri T,Monaco AP
    BACKGROUND & AIMS: :Reading abilities are acquired only through specific teaching and training. A significant proportion of children fail to achieve these skills despite normal intellectual abilities and an appropriate opportunity to learn. Difficulty in learning to read is attributable to specific dysfunctions of the brain, which so far remain poorly understood. However, it is recognized that the neurological basis for dyslexia, or reading disability, is caused in large part by genetic factors. Linkage studies have successfully identified several regions of the human genome that are likely to harbor susceptibility genes for dyslexia. In the past few years there have been exciting advances with the identification of four candidate genes located within three of these linked chromosome regions: DYX1C1 on chromosome 15, ROBO1 on chromosome 3, and KIAA0319 and DCDC2 on chromosome 6. Functional studies of these genes are offering new insights about the biological mechanisms underlying the development of dyslexia and, in general, of cognition.
    背景与目标: :阅读能力仅通过特定的教学和培训才能获得。尽管有正常的智力能力和适当的学习机会,但仍有很大一部分儿童未能掌握这些技能。学习阅读困难归因于大脑的某些功能障碍,迄今为止,人们对这种功能障碍的了解仍然很少。但是,已经认识到,诵读困难或阅读障碍的神经学基础在很大程度上是由遗传因素引起的。连锁研究成功地鉴定了人类基因组中可能带有阅读障碍易感基因的多个区域。在过去的几年中,通过鉴定位于这些相连的染色体区域中的三个中的四个候选基因,取得了令人兴奋的进展:染色体15上的DYX1C1,染色体3上的ROBO1,以及染色体6上的KIAA0319和DCDC2。提供有关阅读障碍以及一般而言认知发展的生物学机制的新见解。
  • 【阅读单词和伪单词:发展性阅读障碍的眼动研究。】 复制标题 收藏 收藏
    DOI:10.1006/brln.2001.2637 复制DOI
    作者列表:De Luca M,Borrelli M,Judica A,Spinelli D,Zoccolotti P
    BACKGROUND & AIMS: :The pattern of eye movements during reading was studied in 12 developmental dyslexics and in 10 age-matched controls. According to standard reading batteries, dyslexics showed marked reading slowness and prevalently used the sublexical procedure in reading. Eye movements were recorded while they read lists of short and long words or pseudowords. In normal readers, saccade amplitude increased with word length without a concomitant change in the number of saccades; in contrast, the number of saccades increased for long pseudowords. In dyslexics, the eye movement pattern was different. The number of saccades depended on stimulus length for both words and pseudowords while saccade amplitude remained small and constant. The sequential scanning shown by dyslexics for both words and pseudowords appears consistent with the cognitive description of the reading disorder which indicates the preferential use of the sublexical print-to-sound correspondence rules.
    背景与目标: :在12个发育性阅读障碍症患者和10个年龄匹配的对照组中研究了阅读过程中眼睛的运动方式。根据标准的阅读电池,阅读障碍者表现出明显的阅读迟缓,并在阅读中普遍使用了亚词法程序。当他们读取短单词和长单词或伪单词的列表时,记录了他们的眼动。在普通阅读器中,扫视幅度随字长的增加而增加,而扫视数量却没有变化。相反,长伪字的扫视次数增加。在阅读障碍症患者中,眼球运动模式是不同的。扫视的数量取决于单词和伪单词的刺激长度,而扫视幅度保持较小且恒定。阅读障碍者对单词和伪单词的顺序扫描看起来与阅读障碍的认知描述相一致,这表明优先使用次词汇的“印刷到声音”对应规则。
  • 【评价患有阅读障碍的家庭中DYX1和DYX2的候选基因。】 复制标题 收藏 收藏
    DOI:10.1002/ajmg.b.30471 复制DOI
    作者列表:Brkanac Z,Chapman NH,Matsushita MM,Chun L,Nielsen K,Cochrane E,Berninger VW,Wijsman EM,Raskind WH
    BACKGROUND & AIMS: :Dyslexia is a common heterogeneous disorder with a significant genetic component. Multiple studies have replicated the evidence for linkage between variously defined phenotypes of dyslexia and chromosomal regions on 15q21 (DYX1) and 6p22.2 (DYX2). Based on association studies and the possibility for functional significance of several polymorphisms, candidate genes responsible for the observed linkage signal have been proposed-DYX1C1 for 15q21, and KIAA0319 and DCDC2 for 6p22.2. We investigated the evidence for contribution of these candidate genes to dyslexia in our sample of multigenerational families. Our previous quantitative linkage analyses in this dataset provided supportive evidence for linkage of dyslexia to the locus on chromosome 15, but not to the locus on chromosome 6. In the current study, we used probands from 191 families for a case control analysis, and proband-parent trios for family-based TDT analyses. The observation of weak evidence for transmission disequilibrium for one of the two studied polymorphisms in DYX1C1 suggests involvement of this gene in dyslexia in our dataset. We did not find evidence for the association of KIAA0319 or DCDC2 alleles to dyslexia in our sample. We observed a slight tendency for an intronic deletion in DCDC2 to be associated with worse performance on some quantitative measures of dyslexia in the probands in our sample, but not in their parents.
    背景与目标: 诵读困难症是一种常见的异质性疾病,具有重要的遗传成分。多项研究已经复制了阅读障碍的各种表型与15q21(DYX1)和6p22.2(DYX2)上的染色体区域之间联系的证据。基于关联研究和几种多态性可能具有功能重要性的可能性,提出了负责观察到的连锁信号的候选基因-DYX1C1用于15q21,KIAA0319和DCDC2用于6p22.2。我们调查了多代家庭样本中这些候选基因对阅读障碍的贡献的证据。我们先前在该数据集中进行的定量连锁分析为阅读障碍与15号染色体上的基因座连锁提供了支持证据,但与6号染色体上的基因座没有关联。在本研究中,我们使用了191个家庭的先证者进行病例对照分析,并且先证者-parent三重奏,用于基于家庭的TDT分析。对DYX1C1中两个研究的多态性之一的传递不平衡证据不足的观察表明,该基因参与了我们数据集中的阅读障碍。在我们的样本中,我们没有发现有关KIAA0319或DCDC2等位基因与阅读障碍的关联的证据。我们观察到在样本中先证者(而非其父母)的阅读障碍的一些定量测量中,DCDC2内含子缺失的轻微趋势与较差的表现有关。
  • 【发育困难的神经遗传学和听觉处理。】 复制标题 收藏 收藏
    DOI:10.1016/j.conb.2012.09.003 复制DOI
    作者列表:Giraud AL,Ramus F
    BACKGROUND & AIMS: :Dyslexia is a polygenic developmental reading disorder characterized by an auditory/phonological deficit. Based on the latest genetic and neurophysiological studies, we propose a tentative model in which phonological deficits could arise from genetic anomalies of the cortical micro-architecture in the temporal lobe.
    背景与目标: :诵读困难症是一种多基因发育性阅读障碍,特征是听觉/语音缺陷。基于最新的遗传和神经生理学研究,我们提出了一种暂定模型,在该模型中,颞叶皮质微结构的遗传异常可能引起语音缺陷。
  • 【阅读障碍和语言障碍受试者的阅读障碍和SLI风险变异的调查。】 复制标题 收藏 收藏
    DOI:10.1007/s10519-010-9424-3 复制DOI
    作者列表:Newbury DF,Paracchini S,Scerri TS,Winchester L,Addis L,Richardson AJ,Walter J,Stein JF,Talcott JB,Monaco AP
    BACKGROUND & AIMS: :Dyslexia (or reading disability) and specific language impairment (or SLI) are common childhood disorders that show considerable co-morbidity and diagnostic overlaps and have been suggested to share some genetic aetiology. Recently, genetic risk variants have been identified for SLI and dyslexia enabling the direct evaluation of possible shared genetic influences between these disorders. In this study we investigate the role of variants in these genes (namely MRPL19/C20RF3, ROBO1, DCDC2, KIAA0319, DYX1C1, CNTNAP2, ATP2C2 and CMIP) in the aetiology of SLI and dyslexia. We perform case-control and quantitative association analyses using measures of oral and written language skills in samples of SLI and dyslexic families and cases. We replicate association between KIAA0319 and DCDC2 and dyslexia and provide evidence to support a role for KIAA0319 in oral language ability. In addition, we find association between reading-related measures and variants in CNTNAP2 and CMIP in the SLI families.
    背景与目标: :阅读障碍(或阅读障碍)和特定语言障碍(或SLI)是常见的儿童疾病,表现出大量的合并症和诊断重叠,并被建议分享一些遗传病因。最近,已经确定了SLI和阅读障碍的遗传风险变异,从而可以直接评估这些疾病之间可能共有的遗传影响。在这项研究中,我们调查了这些基因的变异体(即MRPL19 / C20RF3,ROBO1,DCDC2,KIAA0319,DYX1C1,CNTNAP2,ATP2C2和CMIP)在SLI和阅读障碍的病因中的作用。我们使用SLI和阅读障碍家庭和病例样本中的口语和书面语言技能进行病例对照和定量关联分析。我们复制了KIAA0319与DCDC2和阅读障碍之间的关联,并提供了证据来支持KIAA0319在口语能力中的作用。此外,我们发现与阅读有关的措施与SLI家族中CNTNAP2和CMIP的变异之间存在关联。
  • 【阅读障碍的个体和基于群体的神经心理学干预均能提高年轻成年人的处理速度:一项随机对照研究。】 复制标题 收藏 收藏
    DOI:10.1177/0022219419895261 复制DOI
    作者列表:Nukari JM,Poutiainen ET,Arkkila EP,Haapanen ML,Lipsanen JO,Laasonen MR
    BACKGROUND & AIMS: :Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
    背景与目标: :评估了个体和基于群体的神经心理学干预对年轻人阅读障碍的认知方面的效果。阅读障碍的成年人被随机分为个人干预(n = 40),小组干预(n = 40)或候补对照组(n = 40)。干预措施集中于认知策略学习,支持自尊和使用心理教育。在干预/等待清单控制时间分别为5个月和10个月后,通过心理测验和自我报告调查表评估认知能力和症状。并且,在干预后15个月,通过邮寄查询检查了长期状态。在五个月的控制期之后,等候名单对照组也接受了干预。在主要的自我报告结局指标中未发现显着影响。两种干预措施均对处理速度和注意力有积极影响,并且在5个月的随访期后仍然有效。在自我报告的认知症状中,自我报告的阅读习惯呈现出积极的趋势。此外,还发现干预后长达15个月的较小的自我评估收益。个体和小组干预的结果之间没有显着差异,因为两种干预都可以提高认知能力。结果表明,结构化的神经心理学干预措施可以有效缓解年轻人与阅读障碍相关的认知症状。
  • 【患有阅读障碍的成年人在空间频率加倍和视觉注意任务上显示不足。】 复制标题 收藏 收藏
    DOI:10.1002/dys.263 复制DOI
    作者列表:Buchholz J,McKone E
    BACKGROUND & AIMS: :We examine the visual processing of high-functioning adults with developmental dyslexia (mean Performance IQ = 126.5) and current phonological problems. In comparison to an age- and IQ-matched control group, the group with dyslexia showed deficits in two tasks associated with magnocellular/dorsal pathway function. For the 'frequency doubling' stimulus (grating of 0.25 cpd modulated at 25 Hz counterphase flicker), contrast thresholds for detection were raised in the dyslexic group. In conjunction visual search, a display time sufficient for controls to achieve ceiling accuracy at all set sizes (30 ms per item) was inadequate to allow shifts of attention around the display for the group with dyslexia. In contrast, normal performance was found on 'popout' visual search and on a ventral stream acuity task. Correlational analysis revealed a significant relationship between degree of deficit in conjunction search and phonological difficulty. The deficits revealed were specific to functions that rely on magnocellular input. They cannot be attributed to concentration lapses, eye movement problems or slow reaction times in the dyslexic group.
    背景与目标: :我们研究了患有阅读障碍(平均表现智商= 126.5)和目前的语音问题的高功能成年人的视觉处理。与年龄和智商相匹配的对照组相比,患有阅读障碍的组在与巨细胞/背侧通路功能相关的两项任务中表现出不足。对于“倍频”刺激(以25 Hz反相闪烁调制的0.25 cpd光栅),阅读困难组的检测阈值被提高。结合视觉搜索,在所有设置的尺寸(每项30毫秒)下,足以使控件达到最高天花板精确度的显示时间不足以允许阅读障碍者在显示器周围转移注意力。相反,在“弹出”视觉搜索和腹侧流敏锐度任务中发现正常表现。相关分析表明,联合搜索中的缺陷程度与语音困难之间存在显着的关系。所揭示的缺陷是特定于依赖于巨细胞输入的功能的。他们不能归因于阅读障碍者的注意力下降,眼球运动问题或反应时间慢。
  • 【在寻找阅读障碍候选基因方面取得突破。】 复制标题 收藏 收藏
    DOI:10.1016/j.molmed.2006.05.007 复制DOI
    作者列表:McGrath LM,Smith SD,Pennington BF
    BACKGROUND & AIMS: :Four genes have recently been proposed as candidates for dyslexia: dyslexia susceptibility 1 candidate 1 (DYX1C1), roundabout Drosophila homolog 1 (ROBO1), doublecortin domain-containing protein 2 (DCDC2) and KIAA0319. Each gene is implicated in global brain-development processes such as neural migration and axonal guidance, with the exception of DYX1C1, the function of which is still unknown. The most immediate clinical prospect of the discovery of these genes is the possibility of early identification of dyslexia via genetic screening. However, research efforts have yet to identify a functional mutation in any of these genes. When causal variants are identified, they will need to be considered within a multifactorial framework, which is likely to involve gene-gene and gene-environment interactions, to make accurate predictions of diagnostic status.
    背景与目标: :最近提出了四个基因作为阅读障碍的候选基因:阅读障碍易感性1候选1(DYX1C1),果蝇回旋果蝇同源物1(ROBO1),含双皮质素域的蛋白质2(DCDC2)和KIAA0319。除DYX1C1以外,每个基因都与诸如神经迁移和轴突指导之类的全球大脑发育过程有关,但DYX1C1的功能仍是未知的。这些基因发现的最直接的临床前景是可以通过基因筛选早期识别阅读障碍。然而,研究工作尚未鉴定出任何这些基因中的功能性突变。当确定因果变异时,将需要在多因素框架内考虑它们,这可能涉及基因-基因和基因-环境的相互作用,以准确预测诊断状态。
  • 【患有ADHD,阅读障碍或合并症ADHD /阅读障碍的过渡青少年和大学生的抑郁和焦虑感。】 复制标题 收藏 收藏
    DOI:10.1177/1087054710385783 复制DOI
    作者列表:Nelson JM,Gregg N
    BACKGROUND & AIMS: OBJECTIVE:To investigate depressive and anxious symptomatology among transitioning adolescents and college students with ADHD, dyslexia, or comorbid ADHD/dyslexia. METHOD:Transitioning adolescents and college students with these disorders along with a non-ADHD/dyslexia college sample completed self-report measures of depression and anxiety. RESULTS:Results indicated no differences between the college-level groups, although a main effect for gender was found and trended toward females with dyslexia reporting more symptoms of depression and anxiety than did males with dyslexia. Internalizing symptomatology differences were not found for subtypes of ADHD. Transitioning high school students with ADHD, dyslexia, or ADHD/dyslexia reported fewer symptoms of anxiety and depression than did college underclassmen with these disorders. CONCLUSION:The unique characteristics and experiences of the college population of individuals with ADHD and/or dyslexia are discussed relative to the general adult population with these disorders.
    背景与目标: 目的:调查患有ADHD,阅读障碍或合并症ADHD /阅读障碍的过渡青少年和大学生的抑郁和焦虑症状。
    方法:将患有这些疾病的青少年和大学生与非多动症/阅读障碍的大学样本一起转移,完成了抑郁和焦虑的自我报告测量。
    结果:结果表明,大学水平组之间没有差异,尽管发现对性别的主要影响,并且有阅读障碍的女性比患有阅读障碍的男性报告更多的抑郁和焦虑症状。没有发现多动症亚型的内在症状学差异。与患有这些疾病的大学生相比,患有ADHD,阅读障碍或ADHD /阅读障碍的高中学生报告的焦虑和抑郁症状更少。
    结论:讨论了患有多动症和/或阅读障碍的大学生的独特特征和经历,相对于患有这些疾病的普通成年人而言。
  • 【通过语言延迟或阅读障碍的家族史,处于阅读障碍风险中的中国学龄前儿童的单词识别和认知特征。】 复制标题 收藏 收藏
    DOI:10.1111/j.1469-7610.2007.01837.x 复制DOI
    作者列表:McBride-Chang C,Lam F,Lam C,Doo S,Wong SW,Chow YY
    BACKGROUND & AIMS: BACKGROUND:This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of interest were syllable awareness, tone detection, rapid automated naming, visual skill, and morphological awareness. METHOD:We recruited 36 children whose sibling had been previously diagnosed with dyslexia (familial risk group) and 36 children who were initially reported to have difficulties in preschool literacy acquisition by either teachers or parents and subsequently found to demonstrate clinical at-risk factors in aspects of language by paediatricians (language delayed group); the mean age of these groups was approximately 61 months. Thirty-six children with no such risk factors were matched by age, IQ, and parents' education to the at-risk groups. All children were tested on cognitive skills and Chinese word recognition. RESULTS:Compared to the controls, children in the language delayed group scored significantly lower on all measures, whereas children in the familial risk group performed significantly worse only on tone detection, morphological awareness, and Chinese word recognition. In regression analyses, word recognition was best explained by morphological awareness, tone detection and visual skill. CONCLUSIONS:Language-related measures are strongly associated with early reading development and impairment in Hong Kong Chinese children. Tests of tone detection and morphological awareness may be important clinical tools for diagnosing risk for reading problems in young Chinese children. In contrast, Chinese language delay may be associated with broader cognitive impairments as found previously in various Indo-European languages (e.g., Bishop & Snowling, 2004).
    背景与目标: 背景:本研究旨在通过语言延迟或阅读障碍的家族史来识别可能有读写障碍风险的香港中国幼儿园儿童的认知能力,并从这些方面来研究这些能力如何与中文单词识别相关联。感兴趣的认知技能是音节意识,音调检测,快速自动命名,视觉技能和形态意识。
    方法:我们招募了36名先前被诊断患有阅读障碍的兄弟姐妹的孩子(家庭风险组)和36名最初被老师或父母报告在学前识字方面有困难的孩子,随后发现在各方面表现出临床危险因素儿科医生的语言(语言延迟组);这些组的平均年龄约为61个月。没有危险因素的三十六名儿童通过年龄,智商和父母的受教育程度与高危人群相匹配。所有儿童均接受了认知能力和中文单词识别能力的测试。
    结果:与对照组相比,语言延迟组儿童在所有指标上的得分均显着降低,而家族风险组的儿童仅在语气检测,形态学意识和中文单词识别方面的表现明显较差。在回归分析中,单词识别最好通过形态意识,语气检测和视觉技巧来解释。
    结论:语言相关的措施与香港华裔儿童的早期阅读发展和障碍密切相关。语气检测和形态学意识测试可能是诊断中国幼儿阅读障碍风险的重要临床工具。相反,汉语延迟可能与先前在各种印欧语种中发现的更广泛的认知障碍有关(例如Bishop和Snowling,2004年)。
  • 【患有发育障碍的成年人的视觉注意:手动反应时间和扫视潜伏期的证据。】 复制标题 收藏 收藏
    DOI:10.1080/02643290601181791 复制DOI
    作者列表:Judge J,Caravolas M,Knox PC
    BACKGROUND & AIMS: :Two studies were conducted to investigate visual attention deficits in dyslexia. In Experiment 1, adults with dyslexia and age- and IQ-matched controls completed a simple cueing task; participants responded to briefly presented (20 ms) eccentric targets (3 degrees , 6 degrees , or 9 degrees ) with a key press. In Experiment 2, the same participants completed a saccade version of the task, and saccade amplitude, accuracy, and latency were measured. The results revealed comparable performance between the groups on the manual reaction time task. The groups also performed similarly in saccade accuracy and latency. Moreover, neither group showed a visual field asymmetry in their performance, with the exception that adults with dyslexia showed longer saccade latency for 9 degrees targets presented to their left visual field than did controls. However, on the latter measure, the majority (78%) of those with dyslexia performed within the range of the control group. Correlational analyses revealed associations between reading and phoneme awareness in both groups, but phoneme awareness was not associated with visual attention in adult dyslexics. Together, the results are not compatible with a visual attention deficit in adult dyslexia, while they provide support for the phonological deficit hypothesis.
    背景与目标: :进行了两项研究以研究阅读障碍的视觉注意缺陷。在实验1中,患有阅读障碍以及与年龄和智商相匹配的对照的成年人完成了一个简单的提示任务。参与者通过按键对简短呈现的偏心目标(3度,6度或9度)做出了响应(20毫秒)。在实验2中,相同的参与者完成了任务的扫视版本,并测量了扫视幅度,准确性和等待时间。结果显示,在手动反应时间任务上,各组之间的性能相当。这些小组在扫视准确性和潜伏期方面的表现也相似。而且,除了患有阅读障碍的成年人向他们的左视野呈现的9度目标显示出更长的扫视潜伏期外,两组均没有表现出视野不对称。但是,在后一种情况下,阅读障碍者中的大多数(78%)在对照组的范围内进行。相关分析揭示了两组阅读和音素意识之间的关联,但是在成人阅读障碍中,音素意识与视觉注意力并不相关。总之,这些结果与成人阅读障碍的视觉注意缺陷不符,但它们为语音缺陷假说提供了支持。
  • 【荟萃分析的DCDC2多态性与阅读障碍的风险之间的关联。】 复制标题 收藏 收藏
    DOI:10.1007/s12035-012-8381-7 复制DOI
    作者列表:Zhong R,Yang B,Tang H,Zou L,Song R,Zhu LQ,Miao X
    BACKGROUND & AIMS: :Developmental dyslexia (DD) is a highly heritable neurological disorder that is prevalent in school-aged children. The dyslexia-associated gene DCDC2 is a member of the DCX family of genes known to play roles in neurogenesis, neuronal migration, and differentiation. However, the associations between DCDC2 genetic variations and dyslexia have yielded inconclusive results. Clarifying the effects of DCDC2 polymorphisms on dyslexia risk will advance not only elucidation of the role of DCDC2 in the brain development but also development of possible therapeutic approach for dyslexia. In this review, we summarized the ongoing association studies concerning DCDC2 polymorphisms and dyslexia risk by using meta-analysis and revealed that DCDC2 rs807701 might contribute significantly to dyslexia risk.
    背景与目标: :发展性阅读障碍(DD)是一种高度可遗传的神经系统疾病,在学龄儿童中普遍存在。与阅读障碍相关的基因DCDC2是DCX家族基因的成员,该基因已知在神经发生,神经元迁移和分化中发挥作用。然而,DCDC2遗传变异与阅读障碍之间的关联已产生不确定的结果。阐明DCDC2多态性对阅读障碍风险的影响不仅将阐明DCDC2在脑发育中的作用,而且还将阐明阅读障碍的可能治疗方法。在这篇综述中,我们通过荟萃分析总结了正在进行的有关DCDC2多态性与阅读障碍风险的关联研究,并揭示了DCDC2 rs807701可能对阅读障碍风险做出了重大贡献。
  • 【发展性阅读障碍的咬合特征:初步研究。】 复制标题 收藏 收藏
    DOI:10.2147/NDT.S49985 复制DOI
    作者列表:Perillo L,Esposito M,Contiello M,Lucchese A,Santini AC,Carotenuto M
    BACKGROUND & AIMS: AIM:The objective of the study reported here was to assess the orthodontic features in children affected by developmental dyslexia (DD). PATIENTS AND METHODS:A total of 28 children affected by DD (22 boys, six girls; mean age: 9.78 ± 1.69 years) were compared with 51 healthy children (38 boys, 13 girls; mean age 9.41 ± 1.48; range 7-10 years). Reading and writing skills were evaluated along with orthodontic features. RESULTS:The DD and control groups were not significantly different in terms of total intelligence quotient (P = 0.441) and writing skills (P = 0.805 and P = 0.240, respectively), whereas significant differences were observed between the DD group and control group in both word reading (2.018 ± 1.714 vs 0.917 ± 0.563; P = 0.000) and non-word reading (2.537 ± 1.543 vs 0.862 ± 0.244; P = 0.000). Moreover, for many orthodontic features, there was no significant difference between the two groups; only in prevalence of diastemas (57.14%, P = 0.006), midline diastemas (46.42%, P = 0.007), overbite > 4 mm (71.42%, P = 0.006) and overjet > 4 mm (53.57%, P = 0.001), was there a statistically significant difference. According to univariate logistic regression analysis, the presence of diastemas (odds ratio [OR] 4.33; 95% confidence interval [CI] 1.61-11.65), midline diastemas (OR 4.68; 95% CI 1.61-13.43), an overbite >4 mm (OR 1.75; 95% CI 0.64-4.71), or an overjet >4 mm (OR 2.76; 95% CI 1.06-7.20) seems to play a role in the relationship between occlusal abnormalities and DD in children. CONCLUSION:Children with DD tend to present with altered dental features, particularly in the area of the incisors, suggesting that a persistently different tongue kinematic profile may thus affect both the developmental variability of the tongue and lip and the occlusion.
    背景与目标: 目的:此处报道的研究目的是评估受发育性阅读障碍(DD)影响的儿童的正畸特征。
    患者与方法:比较了DD所致的28名儿童(22名男孩,6名女孩;平均年龄:9.78±1.69岁),与51名健康儿童(38名男孩,13名女孩;平均年龄9.41±1.48;范围7-10)进行了比较。年)。评估阅读和写作技巧以及正畸功能。
    结果:DD组和对照组在总智力商(P = 0.441)和写作技巧(分别为P = 0.805和P = 0.240)方面没有显着差异,而DD组和对照组在总智力商数(P = 0.805和P = 0.240)上没有显着差异。单词阅读(2.018±1.714对0.917±0.563; P = 0.000)和非单词阅读(2.537±1.543对0.862±0.244; P = 0.000)。而且,对于许多正畸特征,两组之间没有显着差异。仅在恶性肿瘤(57.14%,P = 0.006),中线恶性肿瘤(46.42%,P = 0.007),咬合> 4 mm(71.42%,P = 0.006)和过喷射> 4 mm(53.57%,P = 0.001)的患病率中,有统计上的显着差异。根据单因素logistic回归分析,存在牙aste(奇数比[OR] 4.33; 95%置信区间[CI] 1.61-11.65),中线牙aste(OR 4.68; 95%CI 1.61-13.43),咬合力> 4 mm (OR 1.75; 95%CI 0.64-4.71)或溢流大于4毫米(OR 2.76; 95%CI 1.06-7.20)似乎在儿童咬合畸形与DD之间起着一定作用。
    结论:患有DD的儿童倾向于表现出牙齿特征的改变,尤其是在门牙区域,这表明持续变化的舌头运动学特征可能因此影响舌头和嘴唇的发育变异性和咬合。
  • 【阅读障碍和双语儿童-最近的研究是否有助于识别?】 复制标题 收藏 收藏
    DOI:10.1002/1099-0909(200010/12)6:4<248::AID-DYS173>3. 复制DOI
    作者列表:Durkin C
    BACKGROUND & AIMS: :This paper analyses some of the recent research into dyslexia in relation to monolingual and bilingual children. It focuses on the phonological approach to the identification of dyslexia. It reviews the literature on those aspects of phonological development which allow dyslexic children to be identified at increasingly younger ages. The literature on the phonological development of children who speak English as an additional language, and who are bilingual or multilingual, is then reviewed to compare the possibilities for identification of these children in comparison with those for monolingual children. Some methodological issues are critically appraised and suggestions are made for future research and developments in this area.
    背景与目标: :本文分析了有关单语和双语儿童阅读障碍的最新研究。它着重于识别诵读困难的语音方法。它回顾了有关语音发展方面的文献,这些文献使阅读困难的儿童能够在越来越年轻的年龄被识别出来。然后,回顾了将英语作为另一种语言,并且会双语或多语言的儿童的语音发展的文献,以比较与单语儿童的识别这些儿童的可能性。对一些方法论问题进行了严格的评估,并为该领域的未来研究和发展提出了建议。
  • 【视觉半球特定刺激对阅读障碍儿童阅读流利度的影响及其位置。】 复制标题 收藏 收藏
    DOI:10.1177/0022219417711223 复制DOI
    作者列表:Koen BJ,Hawkins J,Zhu X,Jansen B,Fan W,Johnson S
    BACKGROUND & AIMS: :Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.
    背景与目标: :Fluency用作阅读能力的指标。许多有阅读障碍的学生无法从典型的干预措施中受益。本研究旨在使用FlashWord复制Lorusso,Facoetti,Paganoni,Pezzani和Molteni(2006)的工作,FlashWord是一种计算机程序,可以用计算机镜法在英语左右半视野中显示单词,并通过fMRI定位所涉及的处理区域在流利度发展中。我们的参与者是15位年龄在8至19岁之间的阅读障碍学生,他们被随机分为干预(n = 9)和延迟干预(n = 6)组。功能成像研究的重点是分析左半球(LH)上颞回,额额下回和LH枕下颞/梭状区域(视觉词形区域[VWFA])的激活。对干预数据的分析表明,参加FlashWord干预后,干预组9名参与者中有6名(67%)达到了自动处理的水平,并且平均每分钟提高了20个单词的阅读率。对fMRI组激活图和感兴趣区域中的平均激活水平进行分析,可以处理VWFA激活中的变化,这可能与阅读速度的增加有关,并确认这些位置对于提高流畅性至关重要。

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