Profile and neuropsychological differences in adolescent students with and without dyslexia

  1. Estefanía Ibáñez-Azorín
  2. Pilar Martin-Lobo
  3. Esperanza Vergara-Moragues
  4. Ana Calvo
Journal:
Revista Latinoamericana de Psicología

ISSN: 0120-0534

Year of publication: 2019

Volume: 51

Issue: 2

Pages: 166-175

Type: Article

DOI: 10.14349/RLP.2019.V51.N2.4 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Latinoamericana de Psicología

Abstract

Abstract Dyslexia is a problem of increasing prevalence in school-age students. The latest experiences in the application of neuropsychology to education are interesting because they allow for the evaluation of different neuropsychological variables to obtain a better understanding of the learning processes of students in this population for specific subsequent interventions. The purpose of this study was to explore the following neuropsychological variables related to reading in adolescent students with and without dyslexia. The sample consisted of 60 students between 13 and 15 years of age, 30 with dyslexia and 30 without. The King Devick test was used to assess the saccadic eye movements, specifically the fast and automated denomination of digits; the Harris laterality test was used to evaluate functional laterality, and the ENFEN test for executive functions. The results revealed significant differences between the two groups. Students with dyslexia scored lower on the three neuropsychological skills assessed. These findings suggest that students with dyslexia may manifest poorer performance in those neuropsychological skills that are key to reader development.

Bibliographic References

  • (2002). American Psychiatric Association, APA DSM-IV-TR. Diagnostic and statistical manual of mental illnesses. Rev. Ed. Barcelona. Masson.
  • Astrom, R.L.,Wadsworth, S.J.,Olson, R.K.,Willcutt, E.G.,DeFries, JC. (2012). Genetic and environmental etiologies of reading difficulties: DeFries-Fulker analysis of reading performance data from twin pairs and their non-twin siblings. Learning and Individual Differences. 22. 365
  • Bausela-Herreras, E.. (2014). Selective attention modulates the processing of information and the implicit memory. Acción Psicológica. 11. 21-34
  • Benítez-Burraco, A.. (2012). Aspectos problemáticos del análisis genético de los trastornos específicos del lenguaje, FOXP2 como paradigma [Problematic aspects of the genetic analysis of specific language disorders, FOXP2 as a paradigm]. Neurología. 27. 225
  • Berninger, V.,Nielsen, K.,Abbott, R.,Wijsman, E.,Raskind, W.. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology. 46. 1-21
  • Best, J. R.,Miller, P. H.,Jones, L. L.. (2009). Executive functions after age 5: Changes and correlates. Developmental review. 29. 18-200
  • Blair, C.,Peters Razza, R.. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development. 78. 647
  • Bucci, M.P.,Brémond-Gignac, D.,Kapoula, Z.. (2008). Poor binocular coordination of saccades in dyslexic children. Graefe's Archive for Clinical and Experimental Ophthalmology. 246. 417
  • Bull, R.,Espy, K.A.,Wiebe, S.A.. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology. 33. 205
  • Byrne, M.,Finlayson, O.,Flood, B.,Lyons, O.,Willis, P.. (2010). A comparison of the learning approaches of accounting and science students at an Irish university. Journal of Further and Higher Education. 34. 369
  • Catalán, J.,Casaprima, V.,Ferré, J.,Mombiela, J.V.. (2006). Técnicas de tratamiento de los trastornos de la lateralidad. Instituto Médico del desarrollo infantil. Barcelona.
  • Catts, H.W.,Kamhi, A.G.. (2005). Language and Reading Disabilities. Allyn & Bacon. Boston, MA.
  • Chung, K. K. H.,Ho, C. S.,Chan, D. W.,Tsang, S. M.,Lee, S. H.. (2010). Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia. 16. 2-23
  • Cutting, L.E.,Materek, A.,Cole, C.A.,Levine, T.M.,Mahone, E.M.. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia. 59. 34-54
  • Dehaene, S.,Pegado, F.,Braga, L.W.,Ventura, P.,Nunes, G.,Jobert, A.,Dehaene-Lambertz, G.,Kolinsky, R.,Morais, J.,Cohen, L.. (2010). How learning to read changes the cortical networks for vision and language. Science. 330. 1359
  • De La Peña., C.,Bernabéu, E.. (2018). Dislexia y discalculia: Una revisión sistemática actual desde la neurogenética [Dyslexia and discalculia: A current systematic review from neurogenetics]. Universitas Psychologica. 17. 1-11
  • Defior, S.,Serrano, F.. (2011). Procesos fonológicos explícitos e implícitos, lectura y dislexia. Revista Neuropsicología, Neuropsiquiatría y Neurociencias. 11. 79-94
  • Dubois, J.,Hertz-Pannier, L.,Cachia, A.,Mangin, J.,Le Bihan, D.,Dehaene-Lambertz, G.. (2009). Structural asymmetries in the infant language and sensorimotor networks. Cerebral Cortex. 19. 414
  • Facoetti, A.,Ruffino, M.,Peru, A.,Paganoni, P.,Chelazzi, L.. (2008). Sluggish engagement and disengagement of non-spatial attention in dyslexic children. Cortex. 44. 1221
  • Ferré, J.,Aribau, E.. (2008). The neurofunctional development of the child and its disorders. Vision, learning and other cognitive functions. Lebón. Barcelona.
  • Franco-de-Lima, R.,Pinheiro-Travaini, P.,Salgado-Azoni, C.,Ciasca, S.. (2012). Atención sostenida visual y funciones ejecutivas en niños con dislexia de desarrollo [Sustained visual attention and executive functions in children with developing dyslexia]. Anales de Psicología. 28. 66-70
  • Franceschini, S.,Bertoni, S.,Gianesini, T.,Gori, S.,Facoetti, A.. (2017). A different vision of dyslexia: Local precedence on global perception. Scientific Reports. 7. 17462
  • Gibson, C.J.,Gruen, J.R.. (2008). The human lexinome: Genes of language and reading. J Commun Disord. 41. 409
  • Goddard, S.. (2005). Reflexes, learning and behaviour. An open window to understanding the mind and behaviour of children. Vida y Kinesiología. Barcelona, Spain.
  • Gori, S.,Facoetti, A.. (2015). How the visual aspects can be crucial in reading acquisition: The intriguing case of crowding and developmental dyslexia. Journal of vision. 15. 8
  • Harris, A.. (1978). Lateral Dominance Test. TEA Ediciones. Madrid.
  • Heiervang, E.,Hugdahl, K.. (2003). Impaired visual in children with dyslexia. Journal of Learning Disabilities. 36. 68-73
  • Hinshelwood, J.. (1917). Congenital word blindness. Lewis. London.
  • Ibáñez-Azorín, E.,Martín-Lobo, P.,Vergara-Moragues, E.,Calvo, A.. (2018). Neuropsychological program of English learning for students with dyslexia. Electronic Journal of Research in Educational Psychology. 16. 417
  • King, A.,Devick, S.. (1976). King-Devick Test. Mosby's Medical Dictionary.
  • Kraft, I.,Schreiber, J.,Cafiero, R.,Metere, R.,Schaadt, G.,Skeide, M.A. (2016). Predicting early signs of dyslexia at a preliterate age by combining behavioral assessment with structural MRI. Neuroimage. 143. 378
  • Lázaro, M.,García, J.,Perales, F.. (2013). Visual and performance anomalies in primary education. A pilot study on the population of Granada. Revista Interuniversitaria de Formación del Profesorado. 101
  • Leong, D. F.,Maestro, C.L.,Messner, L. V.,Pang, Y.,Smith, C.,Starling, A. J.. (2014). The effect of saccadic training on early reading fluency. Clinical Pediatric. 53. 858
  • Martin-Lobo, P.. (2003). Reading: neuropsychological processes of learning difficulties; intervention programmes and case studies. Lebon. Madrid.
  • Martín-Lobo, P.. (2006). The leap to learning. How to achieve success in study and overcome learning difficulties. Palabra. Madrid.
  • Mayolas, M.,Villarroya, A.,Reverter, J.. (2010). Relationship between laterality and school learning. Apuntes de Educación Física y Deportes. 101. 32-42
  • Megino-Elvira, L.,Martín-Lobo, P.,Vergara-Moragues, E.. (2016). Influence of eyes movements, auditory perception and phonemic awareness in the reading process. Journal of Education Research. 109. 567
  • Morken, F.,Helland, T.,Hugdahl, K.,Specht, K.. (2017). Reading in dyslexia across literacy development: A longitudinal study of effective connectivity. Neuroimage. 144. 92-100
  • Murphy, P. K.,Benton, S. L.. (2010). The new frontier of educational neuropsychology: Unknown opportunities and unfulfilled hopes. Contemporary Educational Psychology. 35. 153
  • Nielsen, K.,Abbott, R.,Griffin, W.,Lott, J.,Raskind, W.,Berninger, V. W.. (2016). Evidence-based reading and writing assessment for dyslexia in adolescents and young adults. Learning Disabilities. 21. 38-56
  • Nilsson-Benfatto, M.,Óqvist-Seimyr, G.,Ygge, J.,Pansell, T.,Rydberg, A.,Jacobson, C.. (2016). Screening for dyslexia using eye tracking during reading. PLoS One. 11.
  • Oberlander, T.J.,Olson, B.L.,Weidauer, L.. (2017). Test-retest of the King-Devick test in an adolescent population. J Athl Train. 52. 439
  • Ortigosa, J.M.. (2004). Mi hijo es zurdo. Pirámide. Madrid.
  • Papadopoulos, T. C.,Georgiou, G. K.,Kendeou, P.. (2009). Investigating the double-deficit hypothesis in Greek: Findings from a longitudinal study. Journal of Learning Disabilities. 42. 528
  • Paracchini, S.,Scerri, T.,Monaco, A.P.. (2007). The genetic lexicon of dyslexia. Annual Review of Genomics and Human Genetics. 8. 57-79
  • Paulesu, E.,Démonet, J.F.,Fazio, F.,McCrory, E.,Chanoine, V.,Brunswick, N.. (2001). Dyslexia: Cultural diversity and biological unity. Science. 291. 2165
  • Paz-Alonso, P.M.,Oliver, M.,Lerma-Usabiaga, G.,Caballero-Gaudes, C.,Quiñones, I.,Suárez-Coalla, P.. (2018). Neural correlates of phonogical, orthographic and semantic reading processing in dyslexia. Neuroimage Clinical. 20. 433
  • Peterson, R.L.,Pennington, B.F.. (2015). Developmental dyslexia. Annual Review of Clinical Psychology. 11. 283-307
  • Pollack, C.,Luk, G.,Christodoulou, J.A.. (2015). A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages. Front Psychology. 6. 191
  • Portellano, J.,Martínez-Arias, R.,Zumárraga-Astorqui, L.. (2009). ENFEN. Neuropsychological Evaluation of Executive Functions in Children. TEA Ediciones. Madrid.
  • Power, A.J.,Colling, L.,Mead, N.,Barnes, L.,Goswami, U.. (2016). Neural encoding of the speech envelope by children with developmental dyslexia. Brain Language. 160. 1-10
  • Puente, A.,Jiménez, V.,Ardila, A.. (2009). Anormalidades cerebrales en sujetos disléxicos. Revista Latinoamericana de Psicología. 41. 27-45
  • Ramus, F.. (2003). Developmental dyslexia: Specific phonological deficit or general sensoriomotor dysfunction?. Current Opinion in Neurobiology. 13. 212
  • Rebollo, M.A.,Montiel, S.. (2006). Atención y funciones ejecutivas [Attention and executive functions]. Revista de Neurología. 42. 3-7
  • Reiter, A.,Tucha, O.,Lange, K. W.. (2005). Executive functions in children with dyslexia. Dyslexia. 11. 116
  • Rincón, G.,Hernández, C.,Prada, R.. (2017). Influence of saccades movements on the academic performance of elementary school students in vulnerable situation in the city of Cúcuta. Psicogente. 20. 256
  • Rodenas-Cuadrado, P.,Ho, J.,Vernes, S.. (2014). Shining a light on CNTNAP2: Complex functions to complex disorders. European Journal of Human Genetics. 22. 171-1788
  • Santiuste-Bermejo, V.,Martin-Lobo, P.,Ayala-Flores, C.. (2006). Neuropsychological bases of scholastic failure. Fugaz Ediciones. Pro-Logos Educación.
  • Shaywitz, S. E.,Shaywitz, B. A.,Pugh, K. R.,Fulbright, R. K.,Constable, R. T.,Mencl, W. E.,Gore, J. C.. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Science. 95. 2636
  • Singleton, C.,Trotter, S.. (2005). Visual stress in adults with and without dyslexia. Journal of Research in Reading. 28. 365
  • Siviero, M. O.,Rysovas, E. O.,Juliano, Y.,Del-Porto, J. A.,Bertolucci, P. H. F.. (2002). Eye-hand preference dissociation in obsessive-compulsive disorders and dyslexia. Arquivos de Neuro-Psiquiatria. 60. 242
  • Solan, H. A.T.,Hansen, P. C.,Silverman, M. E.,Larson, S.,Ficarra, A.. (2004). M-cell deficit and reading disability: A preliminary study of the effects of temporal vision-processing therapy. Optometry. 75. 640
  • Stein, J.F.. (2018). The Magnocellular Theory of Developmental Dyslexia. Dyslexia. 7. 12-36
  • Thompson, P.A.. (2015). Developmental dyslexia: Predicting individual risk. Journal of Child Psychology and Psychiatry. 56. 976
  • Wiper, M.L.. (2017). Evolutionary and mechanistic drivers of laterality: A review and new synthesis. Laterality. 22. 740
  • Wolf, M.,Bowers, P.G.,Biddle, K.. (2002). Naming- speed processes, timing and reading: A conceptual review. Journal of Learning Disabilities. 33. 387-407
  • Yitzchack, F.,Pavlakis, G.S.. (2001). Brain imaging in neurobehavioral disorders. Pediatric Neurology. 25. 278