Clinical and Pathological Findings in a Child with a Developmental Learning Disability

Drake, William E.

doi:10.1177/002221946800100901

Cited by 87 publications

(37 citation statements)

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“…Although some later studies have highlighted the fact that considerable variability in callosal anatomy is present, little information is currently available on possible differences in callosal anatomy in dyslexies and controls. The only report of callosal anatomy in dyslexies is the early case report by Drake (1968) who found thinning of the callosum at postmortem in a boy with reading disability.…”

Section: Discussionmentioning

confidence: 99%

Evoked potential measures of interhemispheric transfer time in reading disabled and normal boys

Davidson

Saron

1992

Developmental Neuropsychology

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Section: Discussionmentioning

confidence: 99%

Evoked potential measures of interhemispheric transfer time in reading disabled and normal boys

Davidson

Saron

1992

Developmental Neuropsychology

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“…Reports by Drake (1968), Galaburda and Kemper (1979), and Galaburda and Eidelberg (1982) provide more information about the correlated neurodevelopmental deficits. Drake (1968) reported on the first autopsy of a learning-disabled child's brain. He noted an abnormal convolutional pattern in both parietal lobes.…”

Section: Cytoarchitectonic Studiesmentioning

confidence: 99%

The Neurobiological and Neuropsychological Foundations of Learning Disabilities

Obrzut

Hynd

1983

J Learn Disabil

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“…Nevertheless, recent reviews suggest an underlying central nervous system (eNS) dysfunction for this disorder (4,13,28). The most direct evidence for a neurological basis for reading disabilities has come from postmortem cytoarchitectonic (29)(30)(31)(32)(33) and imaging (34) studies of brains of dyslexic individuals, which have demonstrated cortical abnormalities and variations in structural symmetry. The anomalies observed, although present in a small number of often poorly documented clinical studies, are thought to be consistent with reading failure (2,13).…”

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confidence: 99%

Sleep Patterns in Reading Disabled Children

Mercier

Pivik

Busby

1993

Sleep

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Summary: Sleep patterns in reading disabled (n = 24) and normal control (n = 15) 8-10-year-old boys were compared to examine suggested relationships among sleep, maturational and cognitive processes. Sleep was recorded in the laboratory for four consecutive nights (two adaptation, two baseline) using standard polysomnography. Analyses revealed variations across nights for both groups reflecting adaptation to the sleep laboratory, but such effects were attenuated in reading disabled subjects. Group comparisons on baseline sleep measures (nights 3 and 4 collapsed) revealed that reading disabled children showed significantly more stage 4 sleep, less rapid eye movement (REM) sleep, a longer REM onset latency and, related to this, an extended initial non-REM (NREM) cycle. Chronic sleep deprivation and maturational delay are prominent among factors that could result in such variations in sleep architecture, and these factors, alone or in combination, could impair information processing and contribute to cognitive deficits noted in reading disabled children. Key Words: Reading disabled children-Sleep-REM latencyAdaptation-Maturational delay.Developmental reading disabilities constitute possibly the most debilitating of learning disorders both in terms of prevalence (estimates of 5-15% of the school-age population) and negative personal, social and behavioral consequences (1,2). Despite the increased attention given this disorder over the past 30 years by both clinicians and researchers (3-6), there remain significant uncertainty, contradiction and controversy surrounding definition and diagnosis (4,7). Frequently suggested etiological factors include a maturational delay in the establishment ofleft hemispheric dominance for linguistic processing (8-11) or in the development of cerebral regions considered necessary for reading (2,12,13), possibly resulting in neurodevelopmental abnormalities such as disruptions of pathways associated with the functional system for reading (4,12) and reversed cerebral asymmetries (14,15 evoked potentials (18,19), dichotic listening (20-23) and visual half-field procedures (24-27), However, these approaches have yielded inconsistent results and offer limited evidence for neurologic deficits in this population (13). Nevertheless, recent reviews suggest an underlying central nervous system (eNS) dysfunction for this disorder (4,13,28). The most direct evidence for a neurological basis for reading disabilities has come from postmortem cytoarchitectonic (29-33) and imaging (34) studies of brains of dyslexic individuals, which have demonstrated cortical abnormalities and variations in structural symmetry. The anomalies observed, although present in a small number of often poorly documented clinical studies, are thought to be consistent with reading failure (2,13).Research into the behavioral and etiological features associated with these disorders has focused on variations during wakefulness where the negative effects impact most noticeably. However, studies of sleep could prove useful because...

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Clinical and Pathological Findings in a Child with a Developmental Learning Disability

Cited by 87 publications

References 4 publications

Evoked potential measures of interhemispheric transfer time in reading disabled and normal boys

Evoked potential measures of interhemispheric transfer time in reading disabled and normal boys

The Neurobiological and Neuropsychological Foundations of Learning Disabilities

Sleep Patterns in Reading Disabled Children

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