“Down the Language Rabbit Hole with Alice”: A Case Study of a Deaf Girl with a Cochlear Implant

Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in American Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/bilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and code-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling scores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages after Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and student transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and codeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings of the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease Alice's retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism to enhance the overall speech, language and reading proficiency of deaf children with cochlear implants

Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions : evidence from two population-based studies

BACKGROUND: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. METHODS: Data were collected in two population-based samples of twins (Quebec Newborn Twin Study - QNTS) and singletons (Quebec Longitudinal Study of Child Development - QLSCD) totaling ≈ 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. RESULTS: Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. CONCLUSION: Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology

Complex effects of dyslexia risk factors account for ADHD-traits : evidence from two independent samples

Background: Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are among the most common neurodevelopmental disorders, whose etiology involves multiple risk factors. DD and ADHD co-occur in the same individuals much more often than would be expected by chance. Several studies have found significant bivariate heritability, and specific genes associated with either DD or ADHD have been investigated for association in the other disorder. Moreover, there are likely to be gene-by-gene and gene-by-environment interaction effects (GxG and GxE, respectively) underlying the comorbidity between DD and ADHD. We investigated the pleiotropic effects of 19 SNPs spanning five DD genes (DYX1C1, DCDC2, KIAA0319, ROBO1 and GRIN2B) and seven DD environmental factors (smoke, miscarriage, birth weight, breastfeeding, parental age, socioeconomic status and parental education) for main, either 1) genetic or 2) environmental, 3) G×G, and 4) G×E upon inattention and hyperactivity/impulsivity. We then attempted replication of these findings in an independent twin cohort. Methods: Marker-trait association was analyzed by implementing the Quantitative Transmission Disequilibrium Test (QTDT). Environmental associations were tested by partial correlations. GxG were investigated by a general linear model equation and a family-based association test. GxE were analyzed through a general test for GxE in sib-pair-based association analysis of quantitative traits. Results: DCDC2-rs793862 was associated with hyperactivity/impulsivity via G×G (KIAA0319) and G×E (miscarriage). Smoke was significantly correlated with hyperactivity/impulsivity. We replicated the DCDC2×KIAA0319 interaction upon hyperactivity/impulsivity in the twin cohort. Conclusions: DD genetic (DCDC2) and environmental factors (smoke and miscarriage) underlie ADHD-traits supporting a potential pleiotropic effect

The State of Research on Racial and Ethnic Discrimination in the Receipt of Health Care

https://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2012.30077

"Down the Language Rabbit Hole with Alice": A Case Study of a Deaf Girl with a Cochlear Implant

Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in American Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/bilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and code-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling scores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages after Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and student transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and codeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings of the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease Alice's retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism to enhance the overall speech, language and reading proficiency of deaf children with cochlear implants

Comparison of measures of morphosyntactic complexity in French-speaking school-aged children

This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a narration task. Mean length of utterance (MLU), clause density and MSCS global score, average frequency scores and average complexity scores were calculated from the transcripts of the two contexts. MLU, clause density and MSCS global score were correlated with vocabulary knowledge and narrative skills, and they increased as a function of school level, suggesting that they are valid measures of morphosyntactic complexity. Moreover, the three scores were correlated across contexts, suggesting that they are also reliable measures. However, no MSCS average frequency or average complexity score was found to be both valid and reliable. These findings will guide researchers and practitioners who desire to assess the language skills of French-speaking school-aged children

Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

Multiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668-837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills

Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

Multiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668–837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills

Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

Multiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668–837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills