Reading after closed head injury in childhood: Effects on accuracy, fluency, and comprehension

Barnes, Marcia A.; Dennis, Maureen; Wilkinson, Margaret

doi:10.1080/87565649909540737

Cited by 90 publications

(92 citation statements)

References 53 publications

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“…The current study's model of the relationships between white matter, reading and processing speed is in line with our hypotheses and consistent with previous work studying the relationship among these constructs. Poorer reading has been shown to be related to poorer processing speed in individuals with brain injury and with reading disabilities (Barnes, Dennis, & Wilkinson, 1999;Shanahan, et al, 2006), and our study demonstrates that this relationship extends to childhood brain tumor survivors. Analyses with control tract and control task suggest the moderated mediation model is specific to word reading and the IFOF and PT-OT tracts rather than broader cognitive outcomes or global white matter microstructure, which strengthens the specificity of the model.…”

Section: Moderated Mediation Modelsupporting

confidence: 69%

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

et al. 2014

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Objective: This study investigated the relationship between word reading and white matter (WM) integrity within a neuroanatomical-based reading system comparing adult survivors of childhood brain tumors and controls. It was predicted that the association between WM integrity and word reading would be mediated by processing speed, and this indirect effect would be moderated by group. Method: Thirty-seven adult survivors of childhood brain tumor and typically developing adults participated (age M = 24.19 ± 4.51 years, 62% female). DTI Tractography identified the WM tract for 3 of the reading system connections: inferior fronto-occipital fasciculus (IFOF), arcuate fasciculus (AF), and parietotemporal-occipitotemporal connection (PT-OT). Results: Fractional anisotropy values (FA) of the PT-OT tract were significantly correlated with word reading in survivors and controls (r = .45, .58, respectively; p < .05) and IFOF values were associated with reading in survivors only (r = .59, p < .01). Further, the moderated mediated model was significant for PT-OT and IFOF, such that the indirect effect of processing speed was only present for survivors (CI: PT-OT: 2.90, 28.41, IFOF: 2.92, 40.17). Conclusion: Results suggest the tracts emerging from the occipitotemporal area are a critical component of the reading system in adults. The finding that processing speed was the mechanism by which WM was associated with reading in survivors is in alignment with the developmental cascade model. Current findings bolster the existing theory-based models of reading using innovative diffusion tensor imaging and moderated mediation statistical neurodevelopmental model, establishing the role of processing speed and specific WM pathway integrity in word reading skill.

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Section: Moderated Mediation Modelsupporting

confidence: 69%

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

et al. 2014

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“…These findings are consistent with previous studies showing limited recovery of diverse cognitive abilities after TBI sustained early in life. 5,10,15,16,24,53 Academic achievement test scores were reduced in the TBI group relative to the comparison group. Academic skills were reduced in most areas evaluated, including word decoding, reading fluency and comprehension, mathematical calculation, solving mathematical word problems, and speed of retrieval of mathematical facts.…”

Section: Discussionmentioning

confidence: 97%

Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood

Ewing‐Cobbs¹,

Prasad²,

Kramer³

et al. 2006

Journal of Neurosurgery: Pediatrics

145

157

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Object-Although long-term neurological outcomes after traumatic brain injury (TBI) sustained early in life are generally unfavorable, the effect of TBI on the development of academic competencies is unknown. The present study characterizes intelligence quotient (IQ) and academic outcomes an average of 5.7 years after injury in children who sustained moderate to severe TBI prior to 6 years of age.Methods-Twenty-three children who suffered inflicted or noninflicted TBI between the ages of 4 and 71 months were enrolled in a prospective, longitudinal cohort study. Their mean age at injury was 21 months; their mean age at assessment was 89 months. The authors used general linear modeling approaches to compare IQ and standardized academic achievement test scores from the TBI group and a community comparison group (21 children).Children who sustained early TBI scored significantly lower than children in the comparison group on intelligence tests and in the reading, mathematical, and language domains of achievement tests. Forty-eight percent of the TBI group had IQs below the 10th percentile. During the approximately 5-year follow-up period, longitudinal IQ testing revealed continuing deficits and no recovery of function. Both IQ and academic achievement test scores were significantly related to the number of intracranial lesions and the lowest postresuscitation Glasgow Coma Scale score but not to age at the time of injury. Nearly 50 % of the TBI group failed a school grade and/or required placement in selfcontained special education classrooms; the odds of unfavorable academic performance were 18 times higher for the TBI group than the comparison group.Conclusions-Traumatic brain injury sustained early in life has significant and persistent consequences for the development of intellectual and academic functions and deleterious effects on academic performance. Keywords traumatic brain injury; shaken baby syndrome; academic performance; cognitive outcome; pediatric neurosurgery Pediatric TBI represents a major public health problem. Authors of recent studies of TBI in the US from 1995 to 2001 have determined that infants and children 4 years of age or younger have higher rates of TBI-related mortality, hospitalization, and emergency department visits NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript than children 5 to 9 or 10 to 14 years of age. 40 The external cause of TBI in young children varies with age. 8 Inflicted neurotrauma is the most common cause in infants younger than 24 months of age; approximately 90% of cases of significant TBI in this age group are caused by physical abuse. 13,19,39 The most frequent external causes of injury in preschoolers include falls and motor vehicle accidents. 39 Despite the high incidence of serious TBI in infants and young children, very little is known about long-term developmental outcomes and academic course in these cases. Retrospective follow-up studies have identified persistent neurological and cognitive sequelae in children who sustained i...

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“…Inferencing is one text-level skill that is important for maintaining discourse coherence and thereby deriving the full meaning of a text (Kintsch, 1994). For children with head injury, inferencing deficits may contribute to several of their documented difficulties: in reading comprehension (Barnes, Dennis, & Wilkinson, 1999;EwingCobbs, Fletcher, Levin, Iovino, & Miner, 1998), in linking ideas between sentences (Ewing-Cobbs, Brookshire et al, 1998), and in deriving meaning at the level of themes and morals in narrative discourse tasks (Chapman et al, 1997).…”

Section: Introductionmentioning

confidence: 98%

“…Head injury can affect new learning, leading to deficiencies in general knowledge (reviewed in Taylor & Alden, 1997). Head injuries often lead to slow information processing (Barnes et al, 1999;Bawden, Knights, & Winogron, 1985), thereby possibly affecting the speed with which knowledge-or textbased information can be accessed. Working memory deficits are common after childhood head injury (Anderson, Morse, Klug, Catroppa, Haritou, Rosenfeld, & Pentland, 1997;Dennis & Barnes, 2000;Levin, Fletcher, Kufera, Harward, Lily, Mendelsohn, Bruce, & Eisenberg, 1996), which would limit the ability of these children to hold and integrate inference-relevant information in memory.…”

Section: Introductionmentioning

confidence: 99%

Knowledge-Based Inferencing after Childhood Head Injury

Barnes

Dennis

2001

Brain and Language

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Reading after closed head injury in childhood: Effects on accuracy, fluency, and comprehension

Cited by 90 publications

References 53 publications

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.

Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood

Knowledge-Based Inferencing after Childhood Head Injury

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