Abnormal Auditory Cortical Activation in Dyslexia 100 msec after Speech Onset

Reading difficulties are associated with problems in processing and manipulating speech sounds. Dyslexic individuals seem to have, for instance, difficulties in perceiving the length and identity of consonants. Using magnetoencephalography (MEG), we characterized the spatio-temporal pattern of auditory cortical activation in dyslexia evoked by three types of natural bisyllabic pseudowords (/ata/, /atta/, and /a a/), complex nonspeech sound pairs (corresponding to /atta/ and /a a/) and simple 1-kHz tones. The most robust difference between dyslexic and non-reading-impaired adults was seen in the left supratemporal auditory cortex 100 msec after the onset of the vowel /a/. This N100m response was abnormally strong in dyslexic individuals. For the complex nonspeech sounds and tone, the N100m response amplitudes were similar in dyslexic and nonimpaired individuals. The responses evoked by syllable /ta/ of the pseudoword /atta/ also showed modest latency differences between the two subject groups. The responses evoked by the corresponding nonspeech sounds did not differ between the two subject groups. Further, when the initial formant transition, that is, the consonant, was removed from the syllable /ta/, the N100m latency was normal in dyslexic individuals. Thus, it appears that dyslexia is reflected as abnormal activation of the auditory cortex already 100 msec after speech onset, manifested as abnormal response strengths for natural speech and as delays for speech sounds containing rapid frequency transition. These differences between the dyslexic and nonimpaired individuals also imply that the N100m response codes stimulus-specific features likely to be critical for speech perception. Which features of speech (or nonspeech stimuli) are critical in eliciting the abnormally strong N100m response in dyslexic individuals should be resolved in future studies.Peer reviewe

Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial

In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks. Our outcome measures included reading fluency, phonological skills, as well as purpose built in-game proficiency levels to measure written lexical decision and letter speech sound association. After an average of 28 playing sessions, the literacy game improved letter knowledge at a scale generalizable for all children in the classroom compared to the two control conditions. In addition to a small classroom wide benefit in terms of reading fluency, we furthermore discovered that children who scored high on phonological awareness prior to training were more fluent readers after extensive exposure to the reading game. This study is among the first to exploit game generated data for the evaluation of DGBL for literacy interventions

Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial

In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks. Our outcome measures included reading fluency, phonological skills, as well as purpose built in-game proficiency levels to measure written lexical decision and letter speech sound association. After an average of 28 playing sessions, the literacy game improved letter knowledge at a scale generalizable for all children in the classroom compared to the two control conditions. In addition to a small classroom wide benefit in terms of reading fluency, we furthermore discovered that children who scored high on phonological awareness prior to training were more fluent readers after extensive exposure to the reading game. This study is among the first to exploit game generated data for the evaluation of DGBL for literacy interventions

Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers:a cluster randomised controlled trial

In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks. Our outcome measures included reading fluency, phonological skills, as well as purpose built in-game proficiency levels to measure written lexical decision and letter speech sound association. After an average of 28 playing sessions, the literacy game improved letter knowledge at a scale generalizable for all children in the classroom compared to the two control conditions. In addition to a small classroom wide benefit in terms of reading fluency, we furthermore discovered that children who scored high on phonological awareness prior to training were more fluent readers after extensive exposure to the reading game. This study is among the first to exploit game generated data for the evaluation of DGBL for literacy interventions

DYSLEKSIARISKILASTEN PUHEEN JA KIELEN PROSESSOINNISTA

Tässä katsauksessa esitellään päätuloksia Lapsen kielen kehitys jasuvuittain esiintyvä lukivaikeuksien riski -hankkeeseen liittyvästä neljästäkielitieteellisestä väitöstutkimuksesta. Hankkeessa on seurattu 200 lastasyntymästä kolmannelle luokalle saakka. Puolet lapsista on perheistä, joissaainakin toisella vanhemmalla on lukivaikeus ja siten myös lapsella on riskilukivaikeuteen; puolella lapsista tätä riskiä ei ole. Päätutkimuskohteina olivatvarhaisen kielenkehityksen fonologiset ja morfosyntaktiset prosessointitaidot½-, 1 ½- , 2- ja 2 ½ -vuotiailla lapsilla. Tutkimustulosten mukaan jo hyvinvarhaisessa vaiheessa lasten puheen prosessoinnissa on nähtävissädysleksian ennusmerkkejä sekä fonologiselta että morfosyntaktiseltakannalta. Nämä ennusmerkit liittyvät esimerkiksi keston havaitsemiseen taituottamiseen, sanojen tavoitteluun ja sanojen rakenteeseen sekä prosodianettä fonotaksin kannalta ja ilmausten morfosyntaktiseen kompleksisuuteen.Tietoja mahdollisista kielen prosessointiin liittyvistä ennusmerkeistä voidaanhyödyntää käytännössä, kun pyritään auttamaan riittävän aikaisin ja sopivallatavalla juuri niitä lapsia, jotka koulussa todennäköisesti joutuvat kohtaamaanvaikeuksia lukemaan ja kirjoittamaan oppimisessa.Avainsanat: Dysleksia, lapsen kielen kehitys, fonologinen prosessointi, morfosyntaktinen prosessointiKeywords: Dyslexia, early language development, phonological processing,morphosyntactic processin

The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.Peer reviewe

TIETOKONEAVUSTEINEN SUOMEN KIELEN KVANTITEETIN HARJOITTELU: VENÄJÄNKIELISEN SUOMEA OPETTELEVAN LAPSEN JA SUOMENKIELISEN LUKU- JA KIRJOITUSHÄIRIÖISEN LAPSEN VERTAILU

Kaksi ensiluokkalaista lasta, oppimispulmaton venäjänkielinen suomenoppija ja suomenkielinen luku- ja kirjoitushäiriöinen lapsi, joilla kummallakin oli ongelmia vokaalikvantiteetin tunnistustaidossa, osallistuivat tietokonepohjaiseen kvantiteettipeli-interventioon. Tunnistustaito mitattiin jakson aikana seitsemän kertaa, ja kielelliset ja kognitiiviset taidot alku-, loppu- ja seurantamittauksessa. Venäjänkielisen lapsen tunnistustaito sekä kvantiteetin yleinen erottelutaito paranivat heti harjoittelun myötä. Myös kvantiteetin luku- ja oikeinkirjoitustarkkuus, foneemien ja grafeemien tuntemus ja fonologinen tietoisuus parantuivat. Lukuja kirjoitushäiriöisellä lapsella tunnistustaito parantui seurantamittauksessa, mutta hänellä oli horjuntaa kvantiteetin yleisessä erottelutaidossa. Lapsi paransi lukusujuvuutta sekä kvantiteetin oikeinkirjoitustarkkuutta. Kvantiteetin oppiminen voi vaatia enemmän harjoitusta natiiveilla luku- ja kirjoitushäiriöisillä lapsilla kuin venäjänkielisillä suomea opettelevilla lapsilla.   Avainsanat: kvantiteetti, kesto, toisen kielen oppiminen, luku- ja kirjoitushäiriö, interventi

Audiovisuaalisen puheen hyödyntäminen lasten kielihäiriön kuntoutuksessa

Peer reviewe

The RNA landscape of the human placenta in health and disease

AbstractThe placenta is the interface between mother and fetus and inadequate function contributes to short and long-term ill-health. The placenta is absent from most large-scale RNA-Seq datasets. We therefore analyze long and small RNAs (~101 and 20 million reads per sample respectively) from 302 human placentas, including 94 cases of preeclampsia (PE) and 56 cases of fetal growth restriction (FGR). The placental transcriptome has the seventh lowest complexity of 50 human tissues: 271 genes account for 50% of all reads. We identify multiple circular RNAs and validate 6 of these by Sanger sequencing across the back-splice junction. Using large-scale mass spectrometry datasets, we find strong evidence of peptides produced by translation of two circular RNAs. We also identify novel piRNAs which are clustered on Chr1 and Chr14. PE and FGR are associated with multiple and overlapping differences in mRNA, lincRNA and circRNA but fewer consistent differences in small RNAs. Of the three protein coding genes differentially expressed in both PE and FGR, one encodes a secreted protein FSTL3 (follistatin-like 3). Elevated serum levels of FSTL3 in pregnant women are predictive of subsequent PE and FGR. To aid visualization of our placenta transcriptome data, we develop a web application (https://www.obgyn.cam.ac.uk/placentome/).</jats:p

The RNA landscape of the human placenta in health and disease.

Funder: Department of HealthThe placenta is the interface between mother and fetus and inadequate function contributes to short and long-term ill-health. The placenta is absent from most large-scale RNA-Seq datasets. We therefore analyze long and small RNAs (~101 and 20 million reads per sample respectively) from 302 human placentas, including 94 cases of preeclampsia (PE) and 56 cases of fetal growth restriction (FGR). The placental transcriptome has the seventh lowest complexity of 50 human tissues: 271 genes account for 50% of all reads. We identify multiple circular RNAs and validate 6 of these by Sanger sequencing across the back-splice junction. Using large-scale mass spectrometry datasets, we find strong evidence of peptides produced by translation of two circular RNAs. We also identify novel piRNAs which are clustered on Chr1 and Chr14. PE and FGR are associated with multiple and overlapping differences in mRNA, lincRNA and circRNA but fewer consistent differences in small RNAs. Of the three protein coding genes differentially expressed in both PE and FGR, one encodes a secreted protein FSTL3 (follistatin-like 3). Elevated serum levels of FSTL3 in pregnant women are predictive of subsequent PE and FGR. To aid visualization of our placenta transcriptome data, we develop a web application ( https://www.obgyn.cam.ac.uk/placentome/ )