Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Emergent Neuroimaging Findings for Written Expression in Children: A Scoping Review

Background: There is currently a dearth of research on the neural framework of writing tasks in children, as measured by neuroimaging techniques. Objective: This paper provides an overview of the current literature examining the neurological underpinnings of written expression in children. Design: Using a scoping review approach, with thorough searches of key databases, this paper presents the available literature comprising 13 different studies using both structural and functional neuroimaging techniques with the 0–18 English speaking population. Results: Studies largely presented small sample sizes, with most studies utilizing elementary or middle school-aged children. Emergent findings revealed a complex network of neural contributions to the writing process in children. There were associations between the left fusiform gyrus and orthographic coding (i.e., handwriting), and spelling and written composition measures were significantly correlated with activity in the left posterior cingulate, left precuneus, and right precuneus regions. Additionally, results revealed that good versus poor writers manifested differential brain activation patterns during many tasks associated with written expression, with good writers performing more efficiently than poor writers with respect to brain regions activated during a writing task across handwriting, spelling, and idea generation. Conclusions: The findings from this scoping review lay the foundation for future studies examining the interface between writing skills in children and underlying neural pathways that support the various components of the writing process. It will be important for future research to examine the neurological bases of the various components of written expression in children and adolescents

Emergent Neuroimaging Findings for Written Expression in Children: A Scoping Review

Background: There is currently a dearth of research on the neural framework of writing tasks in children, as measured by neuroimaging techniques. Objective: This paper provides an overview of the current literature examining the neurological underpinnings of written expression in children. Design: Using a scoping review approach, with thorough searches of key databases, this paper presents the available literature comprising 13 different studies using both structural and functional neuroimaging techniques with the 0–18 English speaking population. Results: Studies largely presented small sample sizes, with most studies utilizing elementary or middle school-aged children. Emergent findings revealed a complex network of neural contributions to the writing process in children. There were associations between the left fusiform gyrus and orthographic coding (i.e., handwriting), and spelling and written composition measures were significantly correlated with activity in the left posterior cingulate, left precuneus, and right precuneus regions. Additionally, results revealed that good versus poor writers manifested differential brain activation patterns during many tasks associated with written expression, with good writers performing more efficiently than poor writers with respect to brain regions activated during a writing task across handwriting, spelling, and idea generation. Conclusions: The findings from this scoping review lay the foundation for future studies examining the interface between writing skills in children and underlying neural pathways that support the various components of the writing process. It will be important for future research to examine the neurological bases of the various components of written expression in children and adolescents

The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change

This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were collected throughout a written language intervention at baseline, sessions 3, 5, 10, 13, 15, 20, 22, and termination. Specific CBM variables included Total Number of Words Written, Words Spelled Correctly, Correct Word Sequences, and Percentage of Correct Word Sequences. Using latent growth curve analysis, models were estimated for each of the CBMs, but the data showed poor model fit. Latent class groupings using cognitive variables and student subgroups significantly moderated the growth rate for written language assessed by specific CBMs. Although these latter findings reflected potential moderators of change in written language, the lack of model fit raised questions around the use of these CBM variables in monitoring writing progress for second grade students at risk for writing disabilities. Findings from this investigation revealed the measurement complexities that likely remain hidden from teachers and other professionals engaged in routine progress monitoring using CBM variables