Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

Visser, Linda; Kalmar, Julia; Linkersdörfer, Janosch; Görgen, Ruth; Rothe, Josefine; Hasselhorn, Marcus; Schulte‐Körne, Gerd

doi:10.3389/fpsyt.2020.00292

Cited by 50 publications

(38 citation statements)

References 36 publications

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“…We investigated potential genetic links between dyslexia and related and/or comorbid neuropsychiatric disorders, including attention deficit hyperactivity disorder (ADHD) [54][55][56], autism spectrum disorder (ASD) [57], major depressive disorder (MDD) [58], bipolar disorder (BD) [59], and schizophrenia (SCZ) [60], as well as with genetic liability shared across different neuropsychiatric disorders, including ADHD, ASD, BD, MDD, SCZ, anorexia nervosa, obsessive-compulsive disorder and Tourette syndrome [61]. Moreover, we tested association with fluid intelligence [62] and educational attainment (years of education completed, EduYears) [63], which are phenotypically correlated with reading ability [64,65].…”

Section: Genetic Liability To Neuropsychiatric Disorders Intelligencmentioning

confidence: 99%

Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

et al. 2020

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Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40–60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 2274 dyslexia cases and 6272 controls, testing associations at the single variant, gene, and pathway level, and estimating heritability using single-nucleotide polymorphism (SNP) data. We also calculated polygenic scores (PGSs) based on large-scale GWAS data for different neuropsychiatric disorders and cortical brain measures, educational attainment, and fluid intelligence, testing them for association with dyslexia status in our sample. We observed statistically significant (p < 2.8 × 10−6) enrichment of associations at the gene level, for LOC388780 (20p13; uncharacterized gene), and for VEPH1 (3q25), a gene implicated in brain development. We estimated an SNP-based heritability of 20–25% for DD, and observed significant associations of dyslexia risk with PGSs for attention deficit hyperactivity disorder (at pT = 0.05 in the training GWAS: OR = 1.23[1.16; 1.30] per standard deviation increase; p = 8 × 10−13), bipolar disorder (1.53[1.44; 1.63]; p = 1 × 10−43), schizophrenia (1.36[1.28; 1.45]; p = 4 × 10−22), psychiatric cross-disorder susceptibility (1.23[1.16; 1.30]; p = 3 × 10−12), cortical thickness of the transverse temporal gyrus (0.90[0.86; 0.96]; p = 5 × 10−4), educational attainment (0.86[0.82; 0.91]; p = 2 × 10−7), and intelligence (0.72[0.68; 0.76]; p = 9 × 10−29). This study suggests an important contribution of common genetic variants to dyslexia risk, and novel genomic overlaps with psychiatric conditions like bipolar disorder, schizophrenia, and cross-disorder susceptibility. Moreover, it revealed the presence of shared genetic foundations with a neural correlate previously implicated in dyslexia by neuroimaging evidence.

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Section: Genetic Liability To Neuropsychiatric Disorders Intelligencmentioning

confidence: 99%

Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

et al. 2020

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“…Children with specific LDs are a rather heterogeneous group, both with regard to specific academic abilities such as listening, thinking, reading, speaking, writing, calculating, and spelling ( Sorrenti et al, 2019 ), as well as to their neuropsychological and functional profiles. For example, they may have impairments affecting different cognitive and neuropsychological abilities (working memory), long-term memory (implicit and explicit memory), attention (selective and sustained), and linguistic, praxis, visuospatial, problem solving, and/or executive abilities ( Petretto and Masala, 2017 ; Visser et al, 2020 ), etc. Moreover, there is general agreement on the association between LDs and other neurodevelopmental disorders (ADHD and specific language disorders); LDs typically occur in individuals of normal intelligence ( Sorrenti et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…A body of studies indicates a relationship between children’s LD and poor social relations in school ( Walker and Nabuzoka, 2007 ), this aspect is confirmed also in the University context ( Filippello et al, 2019 ). Literature shows a relationship between LDs and internalizing (depressive and anxiety disorders) and externalizing disorders (conduct disorders) ( Frith, 2013 ; Bonifacci et al, 2016 ; Panicker and Chelliah, 2016 ; Visser et al, 2020 ). If LDs are not adequately treated, they can evolve over time, potentially resulting in forms of psycho-social maladjustment ( Sorrenti et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

et al. 2021

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What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.

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“…Der Normierungszeitraum entspricht dabei dem Testzeitraum, Anfang Mai bis Ende Juni. Weitere Informationen zur Plausibilitätsprüfung sowie zu den Normen der digitalen Version könnenVisser et al (2020) entnommen werden.In den digitalen und analogen Testungen wurden jeweils identische Testformen verwendet (keine Parallel-Testformen). Die T-Werte der analog erfassten Leistungen wurden mit Hilfe der Manual-Normen ermittelt.…”

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Mobile First? Ein Vergleich von Lese‑/Rechtschreibtests in traditionellem Papier-und-Bleistift-Format versus App-Format

et al. 2022

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ZusammenfassungDigitale Medien haben mittlerweile einen festen Platz im Alltag von Schülerinnen und Schülern. Sie dienen nicht nur der Vermittlung von Lehrinhalten, sondern werden zunehmend auch für das Erbringen von Leistungsnachweisen und zur Diagnostik eingesetzt. Für die Durchführung und Auswertung etablierter Testverfahren zur Erfassung schulischer Leistungen wäre es wünschenswert, wenn sie in einem digitalen Format vorliegen. Aber sind diese Testleistungen vergleichbar? Um dies zu prüfen, wurden verbreitete Papier- und Bleistift-Testverfahren zur Erfassung der Lesegenauigkeit (Verlaufsdiagnostik sinnerfassenden Lesens, VSL), Dekodiergeschwindigkeit (Würzburger Leise Leseprobe – Revision, WLLP-R) und Rechtschreibung (Weingartener Grundwortschatz Rechtschreib-Test, WRT 3+/4+) digitalisiert und in eine kindgerechte Rahmengeschichte eingebettet. Insgesamt führten 237 Kinder der dritten und vierten Klassenstufe aus Bayern und Hessen die Testverfahren zuerst in digitaler Version (via App am Tablet oder Smartphone) und danach als Papier-und-Bleistift-Version durch. Es zeigt sich ein hoher Zusammenhang zwischen den Testleistungen der beiden Testformate, der unterschiedliche Interpretationen zulässt. Chancen und Grenzen digitalisierter Leistungstests werden diskutiert.

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Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany

Cited by 50 publications

References 36 publications

Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions

Mobile First? Ein Vergleich von Lese‑/Rechtschreibtests in traditionellem Papier-und-Bleistift-Format versus App-Format

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