Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers

2021 ◽  
pp. 002221942110370
Author(s):  
Cesare Cornoldi ◽  
Carlotta Rivella ◽  
Lorena Montesano ◽  
Enrico Toffalini
Keyword(s):  
Young Adults ◽  
Approximate Calculation ◽  
Word Reading ◽  
Reading Speed ◽  
Typically Developing ◽  
Reading And Writing ◽  
Severe Difficulty ◽  
Specific Difficulty ◽  
Calculation Ability

Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in adults. Whether individuals with dyslexia have difficulty reading and writing numbers remains to be established. This study examined this issue in a group of 30 young adults with a diagnosis of dyslexia, without any concurrent specific difficulty in processing quantities compared with a typically developing group matched for gender, age, university attended and course of studies, and approximate calculation ability. The results showed that adults with dyslexia also have severe difficulty in reading and writing numbers. It emerged that their number reading speed correlated moderately with word reading speed. We concluded that dyslexia is specifically related with difficulties in reading and writing not only alphabetic material, but also numerical material. Our findings suggest that these abilities should be considered more carefully when assessing and supporting individuals with dyslexia.

scholarly journals Recent Perceived Stress, Amygdala Reactivity to Acute Psychosocial Stress, and Alcohol and Cannabis Use in Adolescents and Young Adults With Bipolar Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Vanessa Le ◽  
Dylan E. Kirsch ◽  
Valeria Tretyak ◽  
Wade Weber ◽  
Stephen M. Strakowski ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Substance Use ◽  
Young Adults ◽  
Perceived Stress ◽  
Psychosocial Stress ◽  
Acute Stress ◽  
Cannabis Use ◽  
Typically Developing ◽  
Amygdala Activation ◽  
Amygdala Reactivity

Background: Psychosocial stress negatively affects the clinical course of bipolar disorder. Studies primarily focused on adults with bipolar disorder suggest the impact of stress is progressive, i.e., stress response sensitizes with age. Neural mechanisms underlying stress sensitization are unknown. As stress-related mechanisms contribute to alcohol/substance use disorders, variation in stress response in youth with bipolar disorder may contribute to development of co-occurring alcohol/substance use disorders. This study investigated relations between psychosocial stress, amygdala reactivity, and alcohol and cannabis use in youth with bipolar disorder, compared to typically developing youth.Methods: Forty-two adolescents/young adults [19 with bipolar disorder, 23 typically developing, 71% female, agemean ± SD = 21 ± 2 years] completed the Perceived Stress Scale (PSS), Daily Drinking Questionnaire modified for heaviest drinking week, and a modified Montreal Imaging Stress functional MRI Task. Amygdala activation was measured for both the control and stress conditions. Main effects of group, condition, total PSS, and their interactions on amygdala activation were modeled. Relationships between amygdala response to acute stress with recent alcohol/cannabis use were investigated.Results: Greater perceived stress related to increased right amygdala activation in response to the stress, compared to control, condition in bipolar disorder, but not in typically developing youth (group × condition × PSS interaction, p = 0.02). Greater amygdala reactivity to acute stress correlated with greater quantity and frequency of alcohol use and frequency of cannabis use in bipolar disorder.Conclusion: Recent perceived stress is associated with changes in amygdala activation during acute stress with amygdala reactivity related to alcohol/cannabis use in youth with bipolar disorder.

scholarly journals Emotional processing of ironic vs. literal criticism in autistic and non-autistic adults: Evidence from eye-tracking

2019 ◽  
Author(s):  
Mahsa Barzy ◽  
Ruth Filik ◽  
David Williams ◽  
Heather Jane Ferguson
Keyword(s):  
Emotional Processing ◽  
Real Life ◽  
Emotional Responses ◽  
Target Sentence ◽  
Emotional States ◽  
Typically Developing ◽  
Two Stage ◽  
Autistic People ◽  
Autistic Adults ◽  
Specific Difficulty

Typically developing (TD) adults are able to keep track of story characters’ emotional states online while reading. Filik et al. (2017) showed that initially, participants expected the victim to be more hurt by ironic comments than literal, but later considered them less hurtful; ironic comments were regarded as more amusing. We examined these processes in autistic adults, since previous research has demonstrated socio-emotional difficulties among autistic people, which may lead to problems processing irony and its related emotional processes despite an intact ability to integrate language in context. We recorded eye movements from autistic and non-autistic adults while they read narratives in which a character (the victim) was either criticised in an ironic or a literal manner by another character (the protagonist). A target sentence then either described the victim as feeling hurt/amused by the comment, or the protagonist as having intended to hurt/amused the victim by making the comment. Results from the non-autistic adults broadly replicated the key findings from Filik et al. (2017), supporting the two-stage account. Importantly, the autistic adults did not show comparable two-stage processing of ironic language; they did not differentiate between the emotional responses for victims or protagonists following ironic vs. literal criticism. These findings suggest that autistic people experience a specific difficulty taking into account other peoples’ communicative intentions (i.e. infer their mental state) to appropriately anticipate emotional responses to an ironic comment. We discuss how these difficulties might link to atypical socio-emotional processing in autism, and the ability to maintain successful real-life social interactions.

scholarly journals The influence of word frequency on word reading speed when individuals with macular diseases read text

2019 ◽  
Vol 155 ◽  
pp. 1-10 ◽  
Author(s):  
Natacha Stolowy ◽  
Aurélie Calabrèse ◽  
Lauren Sauvan ◽  
Carlos Aguilar ◽  
Thomas François ◽  
...  
Keyword(s):  
Word Frequency ◽  
Word Reading ◽  
Reading Speed ◽  
Macular Diseases

scholarly journals Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures

2012 ◽  
Vol 25 (9) ◽  
pp. 2315-2318
Author(s):  
Esther G. Steenbeek-Planting ◽  
Wim H. J. van Bon ◽  
Robert Schreuder
Keyword(s):  
Individual Differences ◽  
Word Reading ◽  
Reading Speed

Developmental Work Personality Among Young Adult CNS Cancer Survivors: An Exploratory Study

2013 ◽  
Vol 19 (1) ◽  
pp. 39-45 ◽  
Author(s):  
David R. Strauser ◽  
Alex W. K. Wong ◽  
Deirdre O'Sullivan ◽  
Stacia Wagner
Keyword(s):  
College Students ◽  
Young Adults ◽  
Young Adult ◽  
Cancer Survivors ◽  
Exploratory Study ◽  
Group Differences ◽  
Typically Developing ◽  
Work Tasks ◽  
Central Nervous Systems ◽  
Cns Cancer

The primary aim of this brief exploratory study is to examine differences in developmental work personality in a sample of young adult CNS cancer survivors and a group of young adult college students without disabilities. Participants were 43 young adults with central nervous systems cancer (females = 58.1%, Mean age = 21.64, SD = 3.64) and a comparison sample of 45 typically developing others who were college students (females = 77.3%, mean age = 20.91, SD = 1.04). They completed the Developmental Work Personality Scale (DWPS). Group differences in developmental work personality were examined using multivariate analysis of variance procedures. Results indicated that overall developmental work personality, and subscale scores of work tasks, and social skills were significantly lower among CNS cancer survivors compared to typically developing other young adults. Findings suggest influences of developmental atypicality in work personality with CNS cancer survivorship.

scholarly journals Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

2021 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Word Reading ◽  
Multisensory Processing ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
Control Group ◽  
Typically Developing ◽  
Significant Group ◽  
Reading Abilities ◽  
Integration Effect

Conquering grapheme-phoneme correspondence is necessary for developing fluent reading in alphabetic orthographies. In neuroimaging research, this ability is associated with brain activation differences between the audiovisual congruent against incongruent conditions, especially in the left superior temporal cortex. Studies have also shown such a neural audiovisual integration effect is reduced in individuals with dyslexia. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. Of note, semantic information is deeply involved in Chinese character processing. In this study, we applied a functional magnetic resonance imaging audiovisual integration paradigm to investigate the possible dysfunctions in processing character-sound pairs and pinyin-sound pairs in Chinese dyslexic children compared with typically developing readers. Unexpectedly, no region displayed significant group difference in the audiovisual integration effect in either the character or pinyin experiment. However, the results revealed atypical correlations between neurofunctional features accompanying audiovisual integration with reading abilities in Chinese children with dyslexia. Specifically, while the audiovisual integration effect in the left inferior cortex in processing character-sound pairs correlated with silent reading comprehension proficiency in both dyslexia and control group, it was associated with morphological awareness in the control group but with rapid naming in dyslexics. As for pinyin-sound associations processing, while the stronger activation in the congruent than incongruent conditions in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral word reading in the control group, an opposite pattern was found in children with dyslexia. On the one hand, this pattern suggests Chinese dyslexic children have yet to develop an efficient grapho-semantic processing system as typically developing children do. On the other hand, it indicates dysfunctional recruitment of the regions that process pinyin-sound pairs in dyslexia, which may impede character learning.

scholarly journals Simulating Visibility and Reading Performance in Low Vision

2021 ◽  
Vol 15 ◽  
Author(s):  
Ying-Zi Xiong ◽  
Quan Lei ◽  
Aurélie Calabrèse ◽  
Gordon E. Legge
Keyword(s):  
Young Adults ◽  
Contrast Sensitivity ◽  
Low Vision ◽  
Reading Speed ◽  
Reading Performance ◽  
Digital Text ◽  
Reading Acuity ◽  
Vision Simulation ◽  
Print Size ◽  
Better Than

PurposeLow vision reduces text visibility and causes difficulties in reading. A valid low-vision simulation could be used to evaluate the accessibility of digital text for readers with low vision. We examined the validity of a digital simulation for replicating the text visibility and reading performance of low-vision individuals.MethodsLow-vision visibility was modeled with contrast sensitivity functions (CSFs) with parameters to represent reduced acuity and contrast sensitivity. Digital filtering incorporating these CSFs were applied to digital versions of the Lighthouse Letter Acuity Chart and the Pelli-Robson Contrast Sensitivity Chart. Reading performance (reading acuity, critical print size, and maximum reading speed) was assessed with filtered versions of the MNREAD reading acuity Chart. Thirty-six normally sighted young adults completed chart testing under normal and simulated low-vision conditions. Fifty-eight low-vision subjects (thirty with macular pathology and twenty-eight with non-macular pathology) and fifteen normally sighted older subjects completed chart testing with their habitual viewing. We hypothesized that the performance of the normally sighted young adults under simulated low-vision conditions would match the corresponding performance of actual low-vision subjects.ResultsWhen simulating low-vision conditions with visual acuity better than 1.50 logMAR (Snellen 20/630) and contrast sensitivity better than 0.15 log unit, the simulation adequately reduced the acuity and contrast sensitivity in normally sighted young subjects to the desired low-vision levels. When performing the MNREAD test with simulated low vision, the normally sighted young adults had faster maximum reading speed than both the Non-macular and Macular groups, by an average of 0.07 and 0.12 log word per minute, respectively. However, they adequately replicated the reading acuity as well as the critical print size, up to 2.00 logMAR of both low-vision groups.ConclusionA low-vision simulation based on clinical measures of visual acuity and contrast sensitivity can provide good estimates of reading performance and the accessibility of digital text for a broad range of low-vision conditions.

scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

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