Dyslexia in the Context of Social Work: Screening and Early Intervention

Schelbe, Lisa; Pryce, Jessica; Petscher, Yaacov; Fien, Hank; Stanley, Christopher; Gearin, Brian; Gaab, Nadine

doi:10.1177/10443894211042323

Cited by 11 publications

(7 citation statements)

References 56 publications

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“…Such an initiative can complement the recent national and global movement toward inclusion and equity among vulnerable groups. The role of professionals in the field of learning differences includes bringing the invisibility of dyslexia to light via more professional and public recognition (Nalavany et al, 2011) and addressing dyslexia as a social justice issue (Schelbe et al, 2021). We also encourage researchers to adopt participatory research methods that emphasize empowerment and give voice to vulnerable groups (Petrucci & Quinlan, 2007).…”

Section: Discussionmentioning

confidence: 99%

Insights from a Web‐based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question

Nalavany,

Kennedy,

Lee

et al. 2023

Dyslexia

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Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self‐esteem, low self‐efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia. The final comment question was not intended for conveying personal experiences, yet the final comment responses were personal, in‐depth, and substantive – indicators of quality recommended in survey research. Thematic analysis was used to analyse the data and develop themes. One overarching theme was yearnings for understanding and acceptance. Its associated subthemes included (1) “This stuff is torture”, (2) “Thank God I'm not normal, (3) educational experience, (4) coping strategies, (5) family support, and (6) generational dyslexia. This study contributes to the small but growing body of literature on the socioemotional experiences of adults with dyslexia. Among the implications for practice, policy and research, a larger challenge at the broader society level that embraces diversity, equity, and inclusion for individuals with dyslexia is forefront.

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Section: Discussionmentioning

confidence: 99%

Insights from a Web‐based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question

Nalavany,

Kennedy,

Lee

et al. 2023

Dyslexia

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“…Additionally, these findings and those from a recent meta‐analysis (Peng, n.d.), which reveals bidirectional and dynamic relations between EF, verbal skills, and RD, all point toward the need for early and sustained reading intervention to avoid a viscous cycle of initial weaknesses in verbal skills and one or more domains of cognition/EF inhibiting further development of these skills. I concur that early intervention is key, this begins by supporting at‐risk students early, including through systematic oral language and early literacy instruction (Catts & Hogan, 2020; Schelbe et al, 2022; Snowling, 2013). Moreover, SEL‐focused interventions can also be effective, particularly in early childhood (Murano, Sawyer, & Lipnevich, 2020).…”

Section: Commentarymentioning

confidence: 99%

Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary

Landi

2023

Mind Brain and Education

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This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.

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“…Literacy and language skills are important for academic development in children. Learning difficulties (e.g., dyslexia) are common and may affect one's school performance, leading to poorer work attainment and socioeconomic status, as well as decreased general well-being 1 . Multiple cognitive and language skills often serve as a strong foundation for literacy and language development; these include working memory, rapid naming, and vocabulary knowledge 2 .…”

Section: Introductionmentioning

confidence: 99%

A genome-wide association study of Chinese and English language abilities in Hong Kong Chinese children

Lin

Shi

Zhang

et al. 2022

Preprint

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Background: Reading and language skills are important and known to be heritable, and dyslexia and developmental language disorder are commonly recognized learning difficulties worldwide. However, the genetic basis underlying these skills remains poorly understood. In particular, most previous genetic studies were performed on Westerners. To our knowledge, few or no previous genome-wide association studies (GWAS) have been conducted on literacy skills in Chinese as a native language or English as a second language (ESL) in a Chinese population. Methods: We conducted GWAS and related bioinformatics analyses on 34 reading/language-related phenotypes in Hong Kong Chinese bilingual children (including both twins and singletons; N=1046). We performed association tests at the single-variant, gene, pathway levels, and transcriptome-wide association studies (TWAS) to explore how imputed expression changes might affect the phenotypes. In addition, we tested genetic overlap of these cognitive traits with other neuropsychiatric disorders, as well as cognitive performance (CP) and educational attainment (EA) using polygenic risk score (PRS) analysis. Results: Totally 9 independent loci (LD-clumped at r2=0.01) reached genome-wide significance (p<5e-08) (filtered by imputation quality metric Rsq>0.3 and having at least 2 correlated SNPs(r2>0.5) with p<1e-3). The loci were associated with a range of language/literacy traits such as Chinese vocabulary, character and word reading, dictation and rapid digit naming, as well as English lexical decision. Several SNPs from these loci mapped to genes that were reported to be associated with intelligence, EA other neuropsychiatric phenotypes, such as MANEA, TNR, PLXNC1 and SHTN1. We also revealed significantly enriched genes and pathways based on SNP-based analysis. In PRS analysis, EA and CP showed significant polygenic overlap with a variety of language traits, especially English literacy skills. ADHD PRS showed a significant association with English vocabulary score. Conclusions: This study revealed numerous genetic loci that may be associated with Chinese and English abilities in a group of Chinese bilingual children. Further studies are warranted to replicate the findings and elucidate the mechanisms involved.

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Dyslexia in the Context of Social Work: Screening and Early Intervention

Cited by 11 publications

References 56 publications

Insights from a Web‐based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question

Insights from a Web‐based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question

Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary

A genome-wide association study of Chinese and English language abilities in Hong Kong Chinese children

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