The objective of this narrative review was to investigate how the clinical aspects, such as age-at-onset, epilepsy duration, centrotemporal spikes, spike location, and seizure frequency, affect various domains of language, cognition, and behavior in children with benign childhood epilepsy. Data were collected using various research databases, including Wiley Online Library, PubMed Central, Elsevier ClinicalKey, and Springer Complete Journals. Keywords such as “Benign Childhood Epilepsy” or “BECTS and language impairment” were used among other terms. Case reports, meta-analyses, and reviews were excluded. Children with benign childhood epilepsy are mainly impaired in semantic processing (receptive language), working memory, attention/inhibitory control, complex visuospatial skills, and social skills. Functional magnetic resonance imaging reveals not only structural abnormalities, but also alterations in language, sensorimotor, attentional, and social networks, suggesting long-term consequences. It so seems that the occurrence of centrotemporal spikes (with or without seizures), especially at a young age (below 6 years) and for an extended period of time, is the most meaningful contributor to the language, cognitive, and behavioral deficits in benign childhood epilepsy with centrotemporal spikes (BECTS), while the distribution of centrotemporal spikes (left, right, bilateral) seems of only little significance.

For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N = 100) differ from peers without learning disabilities (N = 100) in the use of study strategies. The Learning and Study Strategies Inventory was used and potential gender differences were investigated. Matched for age, gender and field of study, fluid intelligence scores were comparable between groups. The self-reports showed that knowledge of test taking strategies was more limited in the dyslexic group. Also, 'fear of failure' was higher in the dyslexic students. Further analyses revealed group × gender interactions for motivation, time management and fear of failure, with female undergraduates outperforming their male counterparts. Implications for secondary education and university, as well as college student support services are discussed.

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For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N=100) differ from peers without learning disabilities (N=100) in the use of study strategies. The Learning and Study Strategies Inventory was used and potential gender differences were investigated. Matched for age, gender and field of study, fluid intelligence scores were comparable between groups. The self-reports showed that knowledge of test taking strategies was more limited in the dyslexic group. Also, ‘fear of failure’ was higher in the dyslexic students. Further analyses revealed group × gender interactions for motivation, time management and fear of failure, with female undergraduates outperforming their male counterparts. Implications for secondary education and university, as well as college student support services are discussed.