Towards a dynamic, comprehensive conceptualization of dyslexia

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: 74(3), P. 303 - 324

Published: Jan. 13, 2024

Here we build from the central strength of existing definition dyslexia-its emphasis on neurobiological origins-and proffer a set seven core principles for new, more comprehensive conceptualization dyslexia. These derive two major research directions: (1) still evolving history attempts to explain dyslexia, including in varied writing systems; and (2) study reading brain circuit, its development, genetic environmental influences. What emerges connecting these directions is dynamic dyslexia that incorporates extensive heterogeneity interdependent contributions multiple biological socio-cultural risk preventive factors. A new therefore, needs transcend both past unitary characterizations assumptions based largely English orthography. Such references ways different languages interact with circuit produce sources failure. Similarly, characteristics consequences have been considered as secondary sequela (e.g., reduced comprehension, social-emotional issues) should be part narrative. Of critical importance, any clarify persisting misconceptions associate lack intelligence, potential learn, or talents. Thus, overall purpose such serve an instrument knowledge enduring reason pursuing growth individual, educator, public.

Language: Английский

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Developmental Dyslexia: Disorder or Specialization in Exploration?

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: June 24, 2022

We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role human adaptation. Most DD research has studied educational difficulties, theories framing differences processes as deficits. However, also often proposed to have certain strengths – particularly realms like discovery, invention, creativity deficit-centered cannot explain. investigate whether these reflect underlying specialization. re-examine experimental studies psychology neuroscience using framework of search , whereby many psychological involve trade-off between exploration exploitation. report evidence bias DD-associated strategies. High prevalence attendant across multiple areas cognition suggest existence An evolutionary perspective explains combination findings challenges view individuals disorder. In cooperating groups, individual specialization is favored when features confer fitness benefits functionally incompatible. Evidence for suggests that, some other social organisms, humans mediate exploration–exploitation by specializing complementary The system collective emerges through collaboration would help explain our species’ exceptional adaptiveness. It aligns substantial variability during history notion adapted not particular habitat but itself. Specialization creates interdependence necessitates balancing Reframing therefore underscores urgency changing cultural practices ensure we do inhibit Key improvements remove barriers nurture learning education, academia, workplace, well emphasize over competition. abilities represents meta-adaptation; collaboration, this likely enables groups (as species systems) successfully adapt. Cultural change support collaborative may be confronting humanity now faces.

Language: Английский

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Language and reading impairments are associated with increased prevalence of non‐right‐handedness

Child Development, Journal Year: 2023, Volume and Issue: 94(4), P. 970 - 984

Published: Feb. 13, 2023

Abstract Handedness has been studied for association with language‐related disorders because of its link language hemispheric dominance. No clear pattern emerged, possibly small samples, publication bias, and heterogeneous criteria across studies. Non‐right‐handedness (NRH) frequency was assessed in N = 2503 cases reading and/or impairment 4316 sex‐matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta‐analysis ( 1994) showed elevated NRH % individuals language/reading compared (OR 1.21, CI 1.06–1.39, p .01). The between reading/language impairments could result shared pathways underlying brain lateralization, handedness, cognitive functions.

Language: Английский

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The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories

Journal of Personalized Medicine, Journal Year: 2024, Volume and Issue: 14(3), P. 300 - 300

Published: March 11, 2024

The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these exist, or experts struggle to distinguish and categorize symptoms in order arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends begins? What should be reconsidered? introduction of the term ‘spectrum disorders’ could pave way for re-appraisal clinical continuum disorders. This study aims highlight problems that emerge field differential propose renegotiation distinctiveness criteria.

Language: Английский

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The Role of Visual Factors in Dyslexia

Journal of Cognition, Journal Year: 2023, Volume and Issue: 6(1)

Published: Jan. 1, 2023

What are the causes of dyslexia? Decades research reflect a determined search for single cause where common assumption is that dyslexia consequence problems with converting phonological information into lexical codes. But reading highly complex activity requiring many well-functioning mechanisms, and several different visual have been documented in dyslexic readers. We critically review evidence from various sources role factors dyslexia, magnocellular dysfunction through accounts based on abnormal eye movements attentional processing, to recent proposals high-level vision contribute dyslexia. believe has underestimated literature, detriment understanding treatment disorder. propose rather than focusing core cause, fits well risk resilience models assume variables interact throughout prenatal postnatal development either promote or hinder efficient reading.

Language: Английский

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Neurodevelopmental Disorders and Suicide: A Narrative Review

Journal of Clinical Medicine, Journal Year: 2024, Volume and Issue: 13(6), P. 1627 - 1627

Published: March 12, 2024

Specific risk factors for self-harm and suicide in children adolescents with neurodevelopmental disorders (NDD) may differ from those the general population within this age range. In present review paper, we conducted a narrative analysis of literature, aiming to establish connection between affective NDD. Emotion dysregulation (ED) as an individual factor adverse childhood experiences (ACE) environmental are discussed suicidality all individuals We propose theoretical model which ED ACE can directly lead or suicide, indirectly by interacting depressive spectrum disorders. Additionally, suggest that specific more frequently associated each listed DSM-V. This underlines key points useful improve knowledge trajectory leading NDDs purpose facilitate early identification risk.

Language: Английский

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The gift of dyslexia: what is the harm in it?

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: 74(2), P. 143 - 157

Published: June 14, 2024

Language: Английский

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Beyond the sum of their parts: a multi-dimensional approach to dyscalculia-dyslexia comorbidity integrating studies of the brain, behavior, and genetics

Developmental Cognitive Neuroscience, Journal Year: 2025, Volume and Issue: 72, P. 101510 - 101510

Published: Jan. 11, 2025

Mathematics learning disorders (MD) and reading (RD) are persistent conditions that interfere with success in academic daily-life tasks, cannot be attributed to intellectual disabilities, sensory deficits, or environmental factors. Prevalence rates of MD RD estimated at 5-10 % school-age children, their comorbidity (MDRD) is highly prevalent, around 40 children also experiencing RD. Despite this high rate, research on MDRD has received less attention compared isolated conditions, leaving its neurocognitive mechanisms unclear. In study, we review behavioral, neuroimaging, genetic discuss how they support current models, including the: (1) additive model, which proposes results from the addition deficits unique RD, (2) domain-general stems executive function (3) increased risk emerges phonological characteristic Further, recommend updating models by integrating multiple deficit dimensional build a unified framework for diagnosis considers dimensions mathematics, reading, skills. This highlights importance holistic, functional diagnosis.

Language: Английский

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Spatiotemporal expression pattern of dyslexia susceptibility 1 candidate 1 (DYX1C1) during rat cerebral cortex development

Pediatric Research, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 12, 2025

Language: Английский

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Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia

Annals of Dyslexia, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 13, 2025

Abstract The current study sought to examine the existence of reading subtypes based on specific accuracy and rate criteria in dyslexia among a non-clinical sample 120 Arabic-speaking University students characterize their reading-related linguistic skills. For this aim, we relied conventional practice disability literature 25th percentile low achievement cut-offs. All were examined using battery reading, linguistic, cognitive tasks. analysis conducted here provided partial support for validity subtyping approach achievements showed that ~ 12.5% could be defined as (LA), 10.8% (LR), combined doubly subtype (DL). results DL group exhibited lowest scores all Also, response patterns found LA LR pseudowords’ decoding phonological awareness measures. These findings, first provide insights into question adult through students, are discussed relation previous findings speakers other languages. data presented new adequacy vs. model adults stress need developing different interventions subtypes.

Language: Английский

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