Characterization of language and reading skills in familial polymicrogyria

Oliveira, Ecila Paula dos Mesquita de; Hage, Simone Rocha de Vasconcellos; Guimarães, Catarina Abraão; Brandão-Almeida, Iara Lêda; Lopes-Cendes, Íscia; Guerreiro, Carlos A. M.; Teixeira, Karine Couto Sarmento; Montenegro, Maria Augusta; Cendes, Fernando; Guerreiro, Marilisa M.

doi:10.1016/j.braindev.2007.08.010

Cited by 19 publications

(37 citation statements)

References 21 publications

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“…Moreover, low IQ scores (<70) in two patients might have contributed to low performance on language evaluation. Nevertheless, all four evaluated patients presented some degree of impairment in distinct language skills, including deficits of lexical fluency and prosodic linguistic, in accordance to previous studies [9]. Two of the PMG patients with the worst scores in the MAC battery also showed impaired semantic fluency, as well as severe disruption of the AF, that were bilaterally graded III in one patient, and on the right side in another one.…”

Section: Discussionsupporting

confidence: 82%

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DTI-based tractography of the arcuate fasciculus in patients with polymicrogyria and language disorders

Andrade

Figueiredo

Valeriano

et al. 2015

European Journal of Radiology

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Section: Discussionsupporting

confidence: 82%

“…It is well known that one of the most prominent features of PMG is its association with language disorders [9]. Although the mechanisms underlying human language processing are complex and not completely elucidated so far, it is recognized that the arcuate fasciculus (AF) plays an important role.…”

Section: Introductionmentioning

confidence: 99%

DTI-based tractography of the arcuate fasciculus in patients with polymicrogyria and language disorders

Andrade

Figueiredo

Valeriano

et al. 2015

European Journal of Radiology

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“…In humans, severe cortical developmental disruption is related to pervasive learning deficits and global cognitive impairments [60, 61]. However, several studies evaluating milder forms of PNH and microgyria in humans suggest that there is a significant relationship between the extent of cortical disruption, and the severity of language related learning deficits, even within relatively mild cases [1–3, 5, 6]. These findings lend further support for the use of rodent models to help identify factors that might influence the heterogeneous profile of human learning impairments.…”

Section: Discussionmentioning

confidence: 99%

“…Language related learning disabilities, including specific language impairment and reading impairment, have been associated with malformations of neocortex in humans [1–6]. Specifically, molecular layer ectopia and microgyria have been seen in the brains of human dyslexics post mortem, and microgyria have also been identified in the neocortex of children with specific language impairment [using MRI; 3–5, 7].…”

Section: Introductionmentioning

confidence: 99%

Developmental learning impairments in a rodent model of nodular heterotopia

Threlkeld

Hill

Cleary

et al. 2009

J Neurodevelop Disord

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Developmental malformations of neocortex—including microgyria, ectopias, and periventricular nodular heterotopia (PNH)—have been associated with language learning impairments in humans. Studies also show that developmental language impairments are frequently associated with deficits in processing rapid acoustic stimuli, and rodent models have linked cortical developmental disruption (microgyria, ectopia) with rapid auditory processing deficits. We sought to extend this neurodevelopmental model to evaluate the effects of embryonic (E) day 15 exposure to the anti-mitotic teratogen methylazoxymethanol acetate (MAM) on auditory processing and maze learning in rats. Extensive cortical anomalies were confirmed in MAM-treated rats post mortem. These included evidence of laminar disruption, PNH, and hippocampal dysplasia. Juvenile auditory testing (P21–42) revealed comparable silent gap detection performance for MAM-treated and control subjects, indicating normal hearing and basic auditory temporal processing in MAM subjects. Juvenile testing on a more complex two-tone oddball task, however, revealed a significant impairment in MAM-treated as compared to control subjects. Post hoc analysis also revealed a significant effect of PNH severity for MAM subjects, with more severe disruption associated with greater processing impairments. In adulthood (P60–100), only MAM subjects with the most severe PNH condition showed deficits in oddball two-tone processing as compared to controls. However, when presented with a more complex and novel FM sweep detection task, all MAM subjects showed significant processing deficits as compared to controls. Moreover, post hoc analysis revealed a significant effect of PNH severity on FM sweep processing. Water Maze testing results also showed a significant impairment for spatial but not non-spatial learning in MAM rats as compared to controls. Results lend further support to the notions that: (1) generalized cortical developmental disruption (stemming from injury, genetic or teratogenic insults) leads to auditory processing deficits, which in turn have been suggested to play a causal role in language impairment; (2) severity of cortical disruption is related to the severity of processing impairments; (3) juvenile auditory processing deficits appear to ameliorate with maturation, but can still be elicited in adulthood using increasingly complex acoustic stimuli; and (4) malformations induced with MAM are also associated with generalized spatial learning deficits. These cumulative findings contribute to our understanding of the behavioral consequences of cortical developmental pathology, which may in turn elucidate mechanisms contributing to developmental language learning impairment in humans.

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“…The children studied were divided into three diagnostic categories: N Dyslexia: characterized by difficulties in phonological awareness, recognition and fluency in decoding and spelling (reading and writing) and poor performance in verbal short-term memory 12,13 . N Other difficulties: characterized by difficulties (mild to moderate) that may cause impairment in oral language, writing, and consequently in school learning; however, they do not fulfill diagnostic criteria for dyslexia.…”

Section: Diagnostic Hypothesismentioning

confidence: 99%

Rolandic epilepsy and dyslexia

Oliveira

Neri

Capelatto

et al. 2014

Arq. Neuro-Psiquiatr.

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Objective: Although benign epilepsy with centrotemporal spikes (BECTS) is an idiopathic, age-related epilepsy syndrome with favorable outcome, recent studies have shown impairment in specific neuropsychological tests. The objective of this study was to analyze the comorbidity between dyslexia and BECTS. Method: Thirty-one patients with clinical and electroencephalographic diagnosis of BECTS (group A) and 31 paired children (group B) underwent a language and neuropsychological assessment performed with several standardized protocols. Our findings were categorized as: a) dyslexia; b) other difficulties; c) without difficulties. Our results were compared and statistically analyzed. Results: Our data showed that dyslexia occurred in 19.4% and other difficulties in 74.2% of our patients. This was highly significant when compared with the control group (p,0.001). Phonological awareness, writing, reading, arithmetic, and memory tests showed a statistically significant difference when comparing both groups. Conclusion: Our findings show significant evidence of the occurrence of dyslexia in patients with BECTS.Keywords: epilepsy, rolandic, dyslexia, childhood, BECTS. RESUMOObjetivo: Apesar da epilepsia benigna da infância com espículas centrotemporais (EBICT) ser uma síndrome epiléptica considerada idiopática, idade-relacionada e de evolução favorável, estudos recentes têm mostrado que essas crianças apresentam prejuízo em testes neuropsicológicos específicos. O objetivo desse estudo foi analisar a comorbidade entre EBICT e dislexia. Método: Trinta e um pacientes com diagnóstico clínico e eletrencefalográfico de EBICT (grupo A) e 31 crianças pareadas (grupo B) foram submetidos à avaliação neuropsicológica e de linguagem com vários protocolos estandardizados. Nossos achados foram categorizados em: a) dislexia; b) outras dificuldades; c) sem dificuldades. Nossos resultados foram comparados e analisados estatisticamente. Resultados: Os dados mostraram que dislexia ocorreu em 19,4% e outras dificuldades em 74,2% dos nossos pacientes. Esses números foram altamente significativos quando comparados com o grupo controle (p,0,001). Consciência fonológica, leitura, escrita, aritmética e testes de memória mostraram diferença estatisticamente significante quando foram comparados os dois grupos. Conclusão: Nossos dados mostraram que há evidência da ocorrência de dislexia em pacientes com EBICT.

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Characterization of language and reading skills in familial polymicrogyria

Cited by 19 publications

References 21 publications

DTI-based tractography of the arcuate fasciculus in patients with polymicrogyria and language disorders

DTI-based tractography of the arcuate fasciculus in patients with polymicrogyria and language disorders

Developmental learning impairments in a rodent model of nodular heterotopia

Rolandic epilepsy and dyslexia

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