Phonological Awareness, Working Memory, Reading And Writing Performances In Familial Dyslexia [desempenho Em Consciência Fonológica, Memória Operacional, Leitura E Escrita Na Dislexia Familial]

Abstract

Background: familial dyslexia. Aim: to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. Method: in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, That is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. Results: the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. Conclusion: deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.194374380Scarborough, H.S., Very early language deficits in dyslexic children (1990) Child Dev, 61 (6), pp. 1728-1743Meng, H., Smith, S.D., Hager, K., Held, M., Liu, J., Olson, R.K., Pennington, B.F., Gruen, J.R., DCDC2 is associated with reading disabilities and modulates neuronal development in the brain (2005) Proc. Nat. Acad. Sci, 102 (47), pp. 17053-17058Marlow, A.J., Fisher, S.E., Richardson, A.J., Investigation of quantitative measures related to reading disability in a large sample of sib-pairs from the UK (2001) Behav Genet, 31 (2), pp. 219-230Wijsman, E.M., Peterson, D., Leutenegger, A.L., Segregation analysis of phenotypic components of learning disabilities: Nonword memory and digit span (2002) Am J Hum Genet, 67 (3), pp. 631-646Tzenova, J., Kaplan, B.J., Petryshen, T.L., Field, L.L., Confirmation of a dyslexia susceptibility locus on chromosome Ip34-p36 in a set of 100 Canadian families (2004) Am. J. Med. Genet, 27 (1), pp. 117-124Kaminen, N., Hannula-Jouppi, K., Kestila, M., Lahermo, P., Muller, K., Kaaranen, M., Myllyluoma, B., Kere, J., A genome scan for developmental dyslexia confirms linkage to chromosome 2p11 and suggests a new locus on 7q32 (2003) J. Med. Gent, 40 (5), pp. 340-345Petryshen, T.L., Kaplan, B.J., Liu, M.F., Schmill, D.E., French, N., Tobias, R., Hughes, M.L., Field, L.L., Evidence for a susceptibility locus on chromosome 6q influencing phonological coding dyslexia (2001) Am. J. Med. Genet, 105 (6), pp. 507-517Chapman, N.H., Igo, R.P., Thomson, J.B., Matsushita, M., Brkanac, Z., Holzman, T., Berninger, V.W., Raskind, W.H., Linkage analyses of four regions previously implicated in dyslexia: Confirmation of a locus on chromosome 15q (2004) Am. J. Med. Genet B. Neuropsychiatr. Genet, 131 (1), pp. 67-75Fisher, S.E., Francks, C., Marlow, A.J., Macphie, I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush, Y., Monaco, A.P., Independent genome-wide scans identify a chromosome 18 quantitative-trait locus influencing dyslexia (2002) Nat. Genet, 30 (1), pp. 86-91Cope, N., Harold, D., Hill, G., Moskvina, V., Stevenson, J., Holmans, P., Owen, M.J., Williams, J., Strong evidence that KIAA0319 on chromosome 6p is a susceptibility gene for developmental dyslexia (2005) Am. J. Hum. Genet, 76 (4), pp. 581-591Schumacher, J., Anthoni, H., Dahdouh, F., Konig, I.R., Hillmer, A.M., Kluck, N., Manthey, M., Kere, J., Strong genetic evidence of DCDC2 as a susceptibility gene for dyslexia (2006) Am. J. Hum. Genet, 78 (1), pp. 52-62Meng, H., Hager, K., Held, M., Page, G.P., Olson, R.K., Pennington, B.F., Defries, J.C., Gruen, J.R., TDT-association analysis of EKN1 and dyslexia in a Colorado twin cohort (2005) Hum. Genet, 118 (1), pp. 87-90Wechsler, D., (2002) Escala de inteligência para crianças (WISC III), , São Paulo: Casa do Psicólogo;Wechsler, D., (2004) Escala de inteligência para adultos, , WAIS-III, São Paulo: Casa do Psicólogo;Stein, L.M., (1994) Teste de desempenho escolar: Manual para aplicação interpretação, , São Paulo: Casa do psicólogo;Denckla, M.B., Rudel, R., (1974) Rapid Automatized naming of picture objects, colors, letters, and numbers by normal children, 10 (2), pp. 186-202. , CortexCapovilla, A.G.S., Capovilla, F.C., Prova de consciência fonológica desenvolvimento de dez habilidades da pré-escola à segunda séria. (1998) Temas Desenvolv, 7 (37), pp. 14-20Kovel, C.G.F., Hol, F.A., Heisten, J.G.A.M., Willemen, J.J.H.T., Sandkuijl, L.A., Franke, B., Padberg, G.W., Genomewide scan identifies susceptibility locus for dyslexia on Xq27 in an extended Dutch family (2004) J. Med. Genet, 41 (9), pp. 652-657Capellini, A.S., Padula, N.A.M.R., Ciasca, S.M., Desempenho de escolares com distúrbio específico de leitura em programa de remediação. Pró-fono Rev. Atual. Cient (2004), 16 (3), pp. 261-274Swanson, H.L., Howard, C.B., Saez, L., Do different components of working memory underlie different subgroups of reading disabilities? (2006) J. Learn. Disab, 39 (3), pp. 252-269Geary, D.C., Mathematics and learning disabilities (2004) J. Learn. Disab, 37 (1), pp. 4-15Barros, A.F.F., Capellini, S.A., Avaliação fonológica, de leitura e escrita em criancas com distúrbio específico de leitura. (2003) J. Bras. Fonnaudiol, 4 (14), pp. 11-19Snowling, M.J., Gallagher, A., Frith, U., Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill (2003) Child. Dev, 74 (2), pp. 358-373Savage RS, Frederickson N, Goodwin R, Patni U, Smith N, Tuersley L. Relationship among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers. J. Learn, Disab, 2,005;38(1):12-28Wilson, A.M., Lesaux, N.K., Persistence of phonological processing deficits in college students with appropriate reading skills (2001) J. Learn. Disab, 34 (5), pp. 394-400Chiappe, P., Stringer, R., Siegel, L.S., Stanovich, K.E., Why the timing deficit hypothesis does not explain reading disabilities in adults (2002) Reading and Writing, 15 (1), pp. 73-107Lyytinen, P., Eklund, K., Lyytinen, H., Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia (2005) Ann. Dyslexia, 55 (2), pp. 166-192Rescorla L. Age 13 language and reading outcomes to age 9 in late-talking toddlers. J. Speech Lang. Hear. Res, 2005;48(2):459-7