The impact of dyslexia in higher education

Good literacy skills are a prerequisite for higher education. Even though reading and writing are considered subconscious processes, some students fail to perform well on these skills, and therefore experience problems during their studies. Higher education students who suffer from these difficulties are frequently diagnosed with dyslexia. The understanding of the neurocognitive profiles of higher education students with dyslexia has increased. Previous research showed that these students encounter difficulties with word reading and word spelling, but also with other skills ranging from phonological processing to working memory. Nonetheless, the impact of dyslexia is wider. Students with dyslexia also demonstrate problems with reading comprehension, writing and second language (L2) learning, skills that are essential for academic success. However, research on these topics is limited, as few studies have focused on these so-called secondary consequences of dyslexia. This thesis investigates the wide-range impact of dyslexia in higher education, such as its effect on word and text reading – investigated by means of the novel Flamingo Test – as well as L1 (Dutch) and L2 (English) reading comprehension and writing. By comparing students with dyslexia to a matched control group, we found that students with dyslexia perform significantly poorer on word and text reading in Dutch. Both groups perform similarly on answering true/false and open questions after reading a text in Dutch, but poorer in English. Summary writing showed to be significantly more difficult in both languages for the students with dyslexia. Altogether, these findings stress the wide-reaching impact of dyslexia in higher education

The Flamingo Test:A new diagnostic instrument for dyslexia in Dutch higher education students

In this study, we present a new diagnostic test for dyslexia, called the Flamingo Test, inspired by the French Alouette Test. The purpose of the test is to measure students' word decoding skills and reading fluency by means of a grammatically correct but meaningless text. Two experiments were run to test the predictive validity of the Flamingo Test. In the first experiment, we compared reading times, error rates and, sensitivity and specificity of the Flamingo Test for samples of students with and without dyslexia. In the second experiment, we compared performance on the Flamingo Test with reading performance on two Dutch standard word reading tests: the Leestest Een Minuut voor Studenten (LEMs; 'one-minute word reading test for students') and the Klepel, a one-minute pseudo-word reading test. Again, students with dyslexia and matched non-dyslexic students were included. Our results show that sensitivity and specificity, as well as the positive predictive value (PPV), of the Flamingo Test are high, with even slightly higher PPVs for the Flamingo Test than for LEMs and Klepel. Together with the fact that the test is short and easy to administer, we believe that the Flamingo Test is a valuable new diagnostic instrument to assess reading skills

DR haplotype diversity of the cynomolgus macaque as defined by its transcriptome

The DR region of particular primate species may display allelic polymorphism and gene copy number variation (region configuration polymorphism). The sum of these distinct types of polymorphism is defined as complexity. To date, however, the DR region of cynomolgus macaques (Macaca fascicularis) has been poorly defined. Transcriptome analysis of a pedigreed colony, comprising animals from Indonesia and Indochina, revealed a total of 15 Mafa-DRA and 57 DRB alleles, specifying 28 different region configurations. The DRA alleles can be divided into two distinct lineages. One lineage is polymorphic, but the majority of the amino acid replacements map to the leader peptide. The second lineage is at best oligomorphic, and segregates with one specific Mafa-DRB allele. The number of Mafa-DRB genes ranges from two to five per haplotype. Due to the presence of pseudogenes, however, each haplotype encodes only one to three bona fide DRB transcripts. Depending on the region configuration in which the Mafa-DRB gene is embedded, identical alleles may display differential transcription levels. Region configurations appear to have been generated by recombination-like events. When genes or gene segments are relocated, it seems plausible that they may be placed in the context of distinct transcription control elements. As such, DRB region-related transcription level differences may add an extra layer of polymorphism to this section of the adaptive immune system

MHC class I A region diversity and polymorphism in macaque species

The HLA-A locus represents a single copy gene that displays abundant allelic polymorphism in the human population, whereas, in contrast, a nonhuman primate species such as the rhesus macaque (Macaca mulatta) possesses multiple HLA-A-like (Mamu-A) genes, which parade varying degrees of polymorphism. The number and combination of transcribed Mamu-A genes present per chromosome display diversity in a population of Indian animals. At present, it is not clearly understood whether these different A region configurations are evolutionarily stable entities. To shed light on this issue, rhesus macaques from a Chinese population and a panel of cynomolgus monkeys (Macaca fascicularis) were screened for various A region-linked variations. Comparisons demonstrated that most A region configurations are old entities predating macaque speciation, whereas most allelic variation (>95%) is of more recent origin. The latter situation contrasts the observations of the major histocompatibility complex class II genes in rhesus and cynomolgus macaques, which share a high number of identical alleles (>30%) as defined by exon 2 sequencing