Altered functional connectivity in persistent developmental stuttering

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Atypical lateralization of phonological working memory in developmental dyslexia

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Central Coherence in relation to Reading in Hong Kong Bilingual Children with Autism Spectrum Disorder

Poster presentation: Research and EvaluationOrganized by JC A-Connect: Jockey Club Autism Support NetworkBackground When interacting with text, ASD children with different deficits in cognitive processing show different comprehension profiles. Previous research mainly focuses on reading texts in English, an alphabetical writing system, while few studies address how ASD children tackle reading in Chinese, a logographic writing system. Objectives This study investigates whether there are any differences in linguistic strategies in Hong Kong bilingual ASD children in comprehending text in English and Chinese. We also explore whether the ASD bilinguals make use of linguistic context to derive context-dependent meaning, and whether lexical ambiguity in Chinese affects the linguistic judgment of ASD bilinguals when they read. Apart from sentence context and syntactic context, we explore how visual stimulation affects the lexical word choices of ASD children, and how this differs from typical children of the same age. Methods Two subject populations participated in the study, a group of 17 Hong Kong ASD bilinguals and a group of 24 Hong Kong bilinguals with typical language development. All participants are studying at local primary schools from primary 3-6 and have intelligence within the normal range. All the subjects took part in a Homograph Task, Semantic Processing Task, Homophone Task, Lexical Ambiguity Task, Sentence Re-Arrangement Task and Picture and Semantic Task. Conclusion Based on preliminary results, the ASD bilinguals tend to provide the more common interpretation of the homographs, disregarding the context. They performed better when recalling words from the semantically related lists and are able to use the contextual information provided in the sentence together with knowledge of different meanings of the homophones. The results suggest that the lexical ambiguity of Chinese does not much affect the ASD children’s ability to construct a coherent representation of a sentence. However, they perform relatively poorly in arranging the words into a meaningful sentence in both languages.published_or_final_versio

Association of specific language impairment candidate genes CMIP and ATP2C2 with developmental dyslexia in Chinese population

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Association study of stuttering candidate genes GNPTAB, GNPTG and NAGPA with dyslexia in Chinese population

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A Genome-Wide Association Study Identifies Genetic Variants Associated with Mathematics Ability

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Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade

Copyright @ 2014 Wei et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The present study investigated the relationship between Chinese reading skills and metalinguistic awareness skills such as phonological, morphological, and orthographic awareness for 101 Preschool, 94 Grade-1, 98 Grade-2, and 98 Grade-3 children from two primary schools in Mainland China. The aim of the study was to examine how each of these metalinguistic awareness skills would exert their influence on the success of reading in Chinese with age. The results showed that all three metalinguistic awareness skills significantly predicted reading success. It further revealed that orthographic awareness played a dominant role in the early stages of reading acquisition, and its influence decreased with age, while the opposite was true for the contribution of morphological awareness. The results were in stark contrast with studies in English, where phonological awareness is typically shown as the single most potent metalinguistic awareness factor in literacy acquisition. In order to account for the current data, a three-stage model of reading acquisition in Chinese is discussed.National Natural Science Foundation of China and Knowledge Innovation Program of the Chinese Academy of Sciences

The DCDC2 deletion is not a risk factor for dyslexia

Dyslexia is a specific impairment in learning to read and has strong heritability. An intronic deletion within the DCDC2 gene, with ~8% frequency in European populations, is increasingly used as a marker for dyslexia in neuroimaging and behavioral studies. At a mechanistic level, this deletion has been proposed to influence sensory processing capacity, and in particular sensitivity to visual coherent motion. Our re-assessment of the literature, however, did not reveal strong support for a role of this specific deletion in dyslexia. We also analyzed data from five distinct cohorts, enriched for individuals with dyslexia, and did not identify any signal indicative of associations for the DCDC2 deletion with reading-related measures, including in a combined sample analysis (N=526). We believe we conducted the first replication analysis for a proposed deletion effect on visual motion perception and found no association (N=445 siblings). We also report that the DCDC2 deletion has a frequency of 37.6% in a cohort representative of the general population recruited in Hong Kong (N=220). This figure, together with a lack of association between the deletion and reading abilities in this cohort, indicates the low likelihood of a direct deletion effect on reading skills. Therefore, on the basis of multiple strands of evidence, we conclude that the DCDC2 deletion is not a strong risk factor for dyslexia. Our analyses and literature re-evaluation are important for interpreting current developments within multidisciplinary studies of dyslexia and, more generally, contribute to current discussions about the importance of reproducibility in science

Genetic and Environmental Influences on Chinese Language and Reading Abilities

This study investigated the etiology of individual differences in Chinese language and reading skills in 312 typically developing Chinese twin pairs aged from 3 to 11 years (228 pairs of monozygotic twins and 84 pairs of dizygotic twins; 166 male pairs and 146 female pairs). Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme awareness, rapid automatized naming, morphological awareness and orthographic skills, and Raven's Coloured Progressive Matrices. All analyses controlled for the effects of age. There were moderate to substantial genetic influences on word reading, tone awareness, phonological memory, morphological awareness and rapid automatized naming (estimates ranged from .42 to .73), while shared environment exerted moderate to strong effects on receptive vocabulary, syllable and rhyme awareness and orthographic skills (estimates ranged from .35 to .63). Results were largely unchanged when scores were adjusted for nonverbal reasoning as well as age. Findings of this study are mostly similar to those found for English, a language with very different characteristics, and suggest the universality of genetic and environmental influences across languages

Sensory and cognitive mechanisms of change detection in the context of speech

The aim of this study was to dissociate the contributions of memory-based (cognitive) and adaptation-based (sensory) mechanisms underlying deviance detection in the context of natural speech. Twenty healthy right-handed native speakers of English participated in an event-related design scan in which natural speech stimuli, /de:/ (“deh”) and /deI/ (“day”); (/te:/ (“teh”) and /teI/ (“tay”) served as standards and deviants within functional magnetic resonance imaging event-related “oddball” paradigm designed to elicit the mismatch negativity component. Thus, “oddball” blocks could involve either a word deviant (“day”) resulting in a “word advantage” effect, or a non-word deviant (“deh” or “tay”). We utilized an experimental protocol controlling for refractoriness similar to that used previously when deviance detection was studied in the context of tones. Results showed that the cognitive and sensory mechanisms of deviance detection were located in the anterior and posterior auditory cortices, respectively, as was previously found in the context of tones. The cognitive effect, that was most robust for the word deviant, diminished in the “oddball” condition. In addition, the results indicated that the lexical status of the speech stimulus interacts with acoustic factors exerting a top-down modulation of the extent to which novel sounds gain access to the subject’s awareness through memory-based processes. Thus, the more salient the deviant stimulus is the more likely it is to be released from the effects of adaptation exerted by the posterior auditory cortex