ASPECTS OF READING WEAKNESSES AMONG FIRST ‎CYCLE STUDENT IN PRIVATE SCHOOLS IN SULTANATE ‎OF OMAN

This study aimed to identify the aspects of reading impairment ‎among cycle one pupils at private schools in the Sultanate of Oman ‎from their teacher's perspective and discover statistically significant ‎differences in cycle one teacher's responses in those schools attributed ‎to the governorate variable.‎ In order to achieve the study's goal, the researchers used the ‎descriptive method. The survey population included all cycle one ‎teachers in private schools from governorate of Al-Batinah South and ‎North, Muscat and Al-Dakhiliyah. Responses of 500 teachers were ‎received from those governorates. At the same time, among those ‎teachers about 150 teachers were chosen randomly. They represent ‎‎30% to be the purposive sample. The researchers started to use a ‎questionnaire to measure the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman. This questionnaire is divided into three categories ‎related to reading letters, words, and sentences. ‎ It was revealed that the degree of popularity of the aspects of ‎reading impairment among cycle one pupils at private schools in the ‎Sultanate Of Oman from the cycle one teacher's perspective came to ‎an average degree. However, there are no statistically significant ‎differences at the level (0.05) among the teachers' responses according ‎to governorate variable. ‎ According to the study result, it is recommended to put more ‎efforts in teaching reading skills in order to eradicate the common ‎aspects of reading impairment. Related to these recommendations, it ‎is suggested that conducting pilot studies aimed at testing proposed ‎programs are required to find out their effects to solve challenges ‎resulted from aspects of reading impairment among cycle one pupils ‎at private schools in the Sultanate Of Oman‎.

Disrupted Spatial Organization of Cued Exogenous Attention Persists Into Adulthood in Developmental Dyslexia

Purpose: Abnormal exogenous attention orienting and diffused spatial distribution of attention have been associated with reading impairment in children with developmental dyslexia. However, studies in adults have failed to replicate such relationships. The goal of the present study was to address this issue by assessing exogenous visual attention and its peripheral spatial distribution in adults with developmental dyslexia.Methods: We measured response times, accuracy and eye movements of 18 dyslexics and 19 typical readers in a cued discrimination paradigm, in which stimuli were presented at different peripheral eccentricities.Results: Results showed that adults with developmental dyslexia were slower that controls in using their mechanisms of exogenous attention orienting. Moreover, we found that while controls became slower with the increase of eccentricity, dyslexics showed an abnormal inflection at 10° as well as similar response times at the most distant eccentricities. Finally, dyslexics show attentional facilitation deficits above 12° of eccentricity, suggesting an attentional engagement deficit at far periphery.Conclusion: Taken together, our findings indicate that, in dyslexia, the temporal deficits in orientation of attention and its abnormal peripheral spatial distribution are not restricted to childhood and persist into adulthood. Our results are, therefore, consistent with the hypothesis that the neural network underlying selective spatial attention is disrupted in dyslexia.

Down syndrome detection using modified adaboost algorithm

In human body genetic codes are stored in the genes. All of our inherited traits are associated with these genes and are grouped as structures generally called chromosomes. In typical cases, each cell consists of 23 pairs of chromosomes, out of which each parent contributes half. But if a person has a partial or full copy of chromosome 21, the situation is called Down syndrome. It results in intellectual disability, reading impairment, developmental delay, and other medical abnormalities. There is no specific treatment for Down syndrome. Thus, early detection and screening of this disability are the best styles for down syndrome prevention. In this work, recognition of Down syndrome utilizes a set of facial expression images. Solid geometric descriptor is employed for extracting the facial features from the image set. An AdaBoost method is practiced to gather the required data sets and for the categorization. The extracted information is then assigned and used to instruct the Neural Network using Backpropagation algorithm. This work recorded that the presented model meets the requirement with 98.67% accuracy.

745Probability-proportional-to-size cluster sampling as an effective methodology for large-scale participant recruitment

Background We demonstrate the utility of Probability-Proportional-to-Size Cluster Sampling (PPS-CS) to select participants/sites for large scale surveys. Methods Post ethical and administrative clearance, PPS-CS was carried-out to estimate the prevalence of ‘sublexical dyslexia’, a reading impairment in children from III-VII grades in Udupi district of India. Schools were regarded as clusters. By performing PPS-CS, calculated sample size of 1812 children was systematically recruited. Sampling frame: List of all 1256 schools in Udupi district was retrieved. Kannada medium schools were shortlisted, which yielded 128 schools later classified individually as urban or rural. Results Strength of schools was retrieved and cumulative strength (cs) was derived. With an average school size of 105 for rural and 98 for urban cluster, 18 schools were required to meet the sample size. Owing to a ratio of 3.5:1 of rural-to-urban students, 14 rural and 4 urban schools were selected. Ratio of ‘cs’ to ‘number-of-schools-required’ gave a sampling interval (SI) of 758 for rural, and 662 for urban cluster. A random number (R) was selected between one and SI. First school picked was that with cs > =R. Second was that with cs > =SI+R. The third was with cs > =(SI+R at II school)+SI. Progressively, 18 schools were identified. Conclusions With disproportionate sizes of clusters, PPS-CS ensured that selected participants reflect population estimates accordingly. Prevalence of sublexical dyslexia in Udupi district was therefore accurately estimated using PPS-CS. Key messages Large-scale studies on healthcare or businesses may be effectively carried-out using PPS-CS!

Distinctive neural correlates of phonological processing and reading impairment in fetal alcohol-exposed adolescents with and without facial dysmorphology

Background: Prenatal alcohol exposure (PAE) has been linked to atypical brain development and a wide range of cognitive and behavioral impairments, including poor reading performance in childhood and adolescence. However, little is known about how structural and/or functional teratogenesis in the brain mediate reading impairment in fetal alcohol spectrum disorders (FASD) and whether neural correlates of reading and phonological processing differ between FASD subtypes with different clinical presentations in facial morphology. Methods: The current study utilized functional magnetic resonance imaging (fMRI) and diffusion tensor imaging (DTI) to characterize functional and structural mechanisms mediating reading deficits in 26 syndromal adolescents with PAE-related facial dysmorphology (i.e., fetal alcohol syndrome (FAS) or partial FAS (PFAS)) and 30 heavily exposed (HE) without this dysmorphology, in comparison with 19 typically developing controls. Importantly, the levels of PAE and reading ability were comparable between the FAS/PFAS and HE groups in the current study. Results: Compared to the nonsyndromal HE and control groups, the syndromal adolescents showed greater activation in the right precentral gyrus during an fMRI phonological processing task and rightward lateralization in an important reading-related tract (inferior longitudinal fasciculus, ILF), suggesting an atypical reliance on the right hemisphere during reading. By contrast, in the HE group, better reading skills were associated with increased neural activation in the left angular gyrus (LAG) and higher fractional anisotropy in the white matter organization of the left ILF. However, the brain function-behavior relation was weaker in the HE than among the controls, suggesting less efficient function of the typical reading neural network that may contribute to the observed reading impairments. Conclusions: Our findings provide the first evidence for the distinctive functional and structural mechanisms underlying atypical reading and phonological processing in PAE adolescents with and without FAS facial dysmorphology.

ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners

The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.

The cognitive basis of dyslexia in school-aged children: a multiple case study in a transparent orthography

This study focused on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills’ predictive value for reading. First, we compared school-aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia. Children with dyslexia, as a group, presented low PA and RAN scores, as well as limited implicit learning skills. However, we found no differences in the other domains. We found a phonological deficit in 51%, and a RAN deficit in 26% of children with dyslexia. These deficits coexisted in 14% of children. Deficits in other cognitive domains were uncommon and most often coexisted with phonological or RAN deficits. Despite having a severe reading impairment, 26% of children with dyslexia did not present any of the tested deficits. Second, in a group of children presenting a wide range of reading abilities (N = 211), we analyzed the relationship between cognitive skills and reading level. PA and RAN were independently related to reading abilities. Other skills did not explain any additional variance. The impact of PA and RAN on reading skills differed. While RAN was a consistent predictor of reading, PA predicted reading abilities particularly well in average and good readers with a smaller impact in poorer readers.

Two types of phonological reading impairment in stroke aphasia

Alexia is common in the context of aphasia. It is widely agreed that damage to phonological and semantic systems not specific to reading causes co-morbid alexia and aphasia. Studies of alexia to date have only examined phonology and semantics as singular processes or axes of impairment, typically in the context of stereotyped alexia syndromes. However, phonology, in particular, is known to rely on subprocesses, including sensory-phonological processing, motor-phonological processing, and sensory-motor integration. Moreover, many people with stroke aphasia demonstrate mild or mixed patterns of reading impairment that do not fit neatly with one syndrome. This cross-sectional study tested whether the hallmark symptom of phonological reading impairment, the lexicality effect, emerges from damage to a specific subprocess of phonology in stroke patients not selected for alexia syndromes. Participants were 30 subjects with left-hemispheric stroke and 37 age- and education-matched controls. A logistic mixed-effects model tested whether post-stroke impairments in sensory phonology, motor phonology, or sensory-motor integration modulated the effect of item lexicality on patient accuracy in reading aloud. Support vector regression voxel-based lesion-symptom mapping localized brain regions necessary for reading and non-orthographic phonological processing. Additionally, a novel support vector regression structural connectome-symptom mapping method identified the contribution of both lesioned and spared but disconnected, brain regions to reading accuracy and non-orthographic phonological processing. Specifically, we derived whole-brain structural connectomes using constrained spherical deconvolution-based probabilistic tractography and identified lesioned connections based on comparisons between patients and controls. Logistic mixed-effects regression revealed that only greater motor-phonological impairment related to lower accuracy reading aloud pseudowords versus words. Impaired sensory-motor integration was related to lower overall accuracy in reading aloud. No relationship was identified between sensory-phonological impairment and reading accuracy. Voxel-based and structural connectome lesion-symptom mapping revealed that lesioned and disconnected left ventral precentral gyrus related to both greater motor-phonological impairment and lower sublexical reading accuracy. In contrast, lesioned and disconnected left temporoparietal cortex is related to both impaired sensory-motor integration and reduced overall reading accuracy. These results clarify that at least two dissociable phonological processes contribute to the pattern of reading impairment in aphasia. First, impaired sensory-motor integration, caused by lesions disrupting the left temporoparietal cortex and its structural connections, non-selectively reduces accuracy in reading aloud. Second, impaired motor-phonological processing, caused at least partially by lesions disrupting left ventral premotor cortex and structural connections, selectively reduces sublexical reading accuracy. These results motivate a revised cognitive model of reading aloud that incorporates a sensory-motor phonological circuit.

Identifying Dyslexia: Link between Maze Learning and Dyslexia Susceptibility Gene, DCDC2, in Young Children

Dyslexia is a common learning disability that affects processing of written language despite adequate intelligence and educational background. If learning disabilities remain untreated, a child may experience long-term social and emotional problems, which influence future success in all aspects of their life. Dyslexia has a 60% heritability rate, and genetic studies have identified multiple dyslexia susceptibility genes (DSGs). DSGs, such as <i>DCDC2</i>, are consistently associated with the risk and severity of reading disability (RD). Altered neural connectivity within temporoparietal regions of the brain is associated with specific variants of DSGs in individuals with RD. Genetically altering DSG expression in mice results in visual and auditory processing deficits as well as neurophysiological and neuroanatomical disruptions. Previously, we demonstrated that learning deficits associated with RD can be translated across species using virtual environments. In this 2-year longitudinal study, we demonstrate that performance on a virtual Hebb-Williams maze in pre-readers is able to predict future reading impairment, and the genetic risk strengthens, but is not dependent on, this relationship. Due to the lack of oral reporting and use of letters, this easy-to-use tool may be particularly valuable in a remote working environment as well as working with vulnerable populations such as English language learners.

Relation Between Reading Performance and White-Matter Alteration and Reorganization in Neurosurgical Patients

Reading abilities and diffusion tensor imaging (DTI) parameters were retrospectively analyzed in a group of neurosurgical patients to investigate (Study 1) the role of white matter—in particular the arcuate fasciculus (AF)—in preserved vs. impaired reading; 4 months after surgery, we explored the plasticity processes (Study 2). Study 1 involved 40 patients with brain glioma (23 low-grade and 17 high-grade gliomas). We compared preoperative DTI parameters of language-related fascicles between patients who developed a reading impairment after surgery (n = 23) and patients with preserved reading (n = 17). Besides lower fractional anisotropy (FA), patients with impaired reading also displayed lower number and density of streamlines of a direct (i.e., directly connecting temporal and frontal lobes) AF segment. In Study 2, we longitudinally tested at follow-up-when reading performance had generally improved-13 patients diagnosed with low-grade glioma. The most relevant finding was a significant increase in length of streamlines of the direct AF segments in both hemispheres. From a neurosurgical perspective, our preliminary findings suggest the clinical importance of sparing direct AF segments for the involvement they showed in reading; however, the results also suggest the reorganization potential of these segments, possibly compensating of the right homologs as well.