Neurological deficits and comorbidity in children with reading disorder

Abstract

OBJECTIVES: Neuropsychological deficits were compared between three groups, i.e. RD (n = 12), RD (ADHD) (n = 12), and control group (n = 24) on neuropsychological tasks assessing Visuoconstructional ability, Postural Stability, and Language Laterality. METHODS: Forty-eight children (age M = 12.5 years; 29 females, 19 males) were selected through purposive sampling procedure, from local primary schools. The participants were initially selected on the basis of Teachers Evaluation Checklist and then screened for RD and ADHD (combined type) using the Bangor Dyslexia Test and ADHD Clinical Parent Form, respectively. The groups were matched on nonverbal IQ (not less than on RSPM), Reading achievement estimate (≤90 on WRAT-3), age (11.5-15.3 years), and income. Visuoconstructional ability was assessed by scores on Rey Osterrieth Complex Figure Task (RCFT), while Postural Stability was measured by scores on Postural Stability subtest of Dyslexia Screening Instrument. Language Laterality was analysed through Dichotic Listening Words Test (DLWT). RESULTS AND CONCLUSIONS: Results indicated that the group with RD (ADHD) performed significantly poor on all these tasks as compared to NC and RD (pure) group. Although the results are restricted to limited sample size, findings of the study may help in isolating the specific neuropsychological deficits related to reading disability and comorbidity which can provide important clinical information regarding etiology of the RD-ADHD connection and future treatment.

Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts

“…Many variables were sensitive to this motor impairment: larger length, higher trunk accelerations, spectral power indices, body sway magnitude and variability, mean power frequency of the center of pressure (CoP) displacements, length, mean and variance velocity of the CoP displacements, larger standard deviation in the lateral CoP displacements, spatial and temporal postural index, mean velocity of CoP, Romberg Quotient, Wobble (standard deviation of movement for all the three coordinates of 3D space), etc. Furthermore, the postural assessment with the Cerebellar Test paradigm, also named the Dyslexia Screening Test (stand up straight, blindfolded, with feet together and arms along sides; children are pushed in the lower back (opposite the navel) and must try to stay as still as they can) revealed significant postural impairments in children and adolescents with dyslexia [ 60 , 66 ]. Interestingly, a significant correlation was established between the severity of the dyslexic disorders and the CoP surface area [ 59 ].…”

“…Thus, one finding of this scoping review reveals that SLD children, late childhood and adolescents have poorer motor skills than their peers. These motor impairments could be exacerbated by the complexity of the motor tasks and/or by the presence of comorbidities such as ADHD and DCD [ 9 , 13 , 43 , 45 , 58 , 60 , 66 ]. These results support the sub-objective of this scoping review and highlight a possible link between motor impairments and the sedentary lifestyle behavior in patients with SLDs, which could lead to a deterioration in health [ 90 ].…”

“…One major finding of the scoping review revealed that about half of the SLD sample evaluated with the M-ABC revealed that participants showed movement dysfunctions (at or below the 15th percentile rank) [ 19 , 48 ]. Children and adolescents with SLDs displayed significant manual dexterity difficulties [ 45 , 48 , 60 , 65 ] as well as clear impairments in balance [ 41 , 48 , 49 , 50 , 54 , 55 , 57 , 58 , 59 , 60 , 61 , 62 , 66 ]. Both manual dexterity and balance were also significant predictors for functional mobility in children and adolescents with SLDs [ 19 ].…”

“…Thus, the adaptation of recess, social, leisure, recreational, school, physical and motor activities, as well as the environment, are essential to increase regular participation in various types of activities from a young age, especially for children and adolescents with poor motor skills, such as those with SLDs [ 86 ]. Therefore, the ecosystem in which this pediatric population participate could benefit from a robust and empirical approach such as a self-determination theory and constraint-led framework [ 66 , 67 , 100 , 132 , 133 , 134 , 135 , 136 , 137 , 138 , 139 , 140 , 141 ]. The adapted physical activities and environments, as well as the pedagogical options, are a possible key to promote the participation of children and adolescents with SLDs, which could lead to improvements in sensorimotor parameters.…”

The Computerized Adaptable Test Battery (BMT-i) for Rapid Assessment of Children's Academic Skills and Cognitive Functions: A Validation Study

“…Future development of computerized tests is expected ( 49 ). Moreover, the frequent comorbidities of LDs—namely handwriting, visuospatial ( 50 ), or attentional, and executive disorders ( 51 , 52 ) deserve particular attention. In conclusion, the BMT- i can offer an initial appraisal of cognitive functions and help guiding children to specialized assessments and appropriate interventions ( 10 ).…”