Reading in children with drug‐resistant epilepsy was related to functional connectivity in cognitive control regions

Kraus, Dror; Vannest, Jennifer; Arya, Ravindra; Hutton, John; Leach, James; Mangano, Francesco T.; Tenney, Jeffrey R.; Byars, Anna W.; DeWitt, Thomas G.; Horowitz‐Kraus, Tzipi

doi:10.1111/apa.15201

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…144,145 Alone or combined, these can impact maturation and/or connectivity of brain areas required for an efficient reading network (e.g., language, visual, attention). 21,146 As these areas are widely distributed across the brain, it is not surprising that children with epilepsy tend to experience varying degrees of cognitive and reading impairment impacting school performance. 142,143,[147][148][149] Specific risk factors include earlier age of seizure onset and greater frequency, duration, and severity of seizures.…”

Section: Narrative Synthesis and Interpretation Of Findingsmentioning

confidence: 99%

Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations

et al. 2022

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Literacy is a major social determinant of health, rooted in skills that develop during early childhood. Children arriving at kindergarten unprepared to learn to read are more likely to have low reading proficiency thereafter. General and health literacy are highly correlated, affecting understanding of health conditions, treatment adherence, and transition to self-care and adult healthcare services. The American Academy of Pediatrics (AAP) recommends literacy and school readiness promotion during well-visits and neurodevelopmental surveillance is emphasized across primary and subspecialty care. While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and chronic medical conditions are less appreciated and under-researched. This review applies an eco-bio-developmental framework to explore literacy across five complex chronic conditions affecting millions of children worldwide: asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease. In each, integration of an efficient reading brain network may be impacted by direct factors, such as ischemia, anesthesia, and/or medications, and also indirect factors, such as altered parent–child routines, hospital stays, and missed school. By integrating literacy into care management plans for affected children, pediatric primary care and specialty providers are poised to identify risks early, target guidance and interventions, and improve academic and health outcomes. Impact While genetic and environmental risk factors for reading difficulties are well-established, risks related to complex and/or chronic medical conditions such as asthma, cancer, congenital heart disease, epilepsy, and sickle cell disease are substantial, less appreciated, and under-researched. General and health literacy are highly correlated, with implications for the understanding one’s health condition, treatment adherence, and transitioning to self-care, which is especially important for children with complex and/or chronic illness. Pediatric primary care and specialty providers are poised to integrate reading and literacy into care management plans for children with complex and/or chronic illness, including early screening, guidance, support, and interventions.

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Section: Narrative Synthesis and Interpretation Of Findingsmentioning

confidence: 99%

Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations

et al. 2022

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Shared Reading and Risk of Social-Emotional Problems

Martin

Beck

et al. 2021

Pediatrics

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BACKGROUND AND OBJECTIVES: The American Academy of Pediatrics recommends literacy promotion as well as routine developmental surveillance during well-child visits to improve academic, relational, and health outcomes. In this study, we examined the possible association between shared reading and social-emotional problems among young children. METHODS: We conducted a retrospective review of longitudinal records for children aged 30 to 66 months presenting for visits to an academic pediatric primary care center between July 1, 2013, and February 1, 2019. The outcome was evidence of social-emotional problems, defined by an Ages and Stages: Social Emotional Questionnaire (ASQ:SE) score above the established cutoff. The predictor was caregiver-reported frequency of shared reading (most = 5–7 days per week, some = 2–4 days per week, rarely = 0–1 days per week) at a previous visit. Generalized linear models with generalized estimating equations were used to assess the association between the longitudinal outcome and predictor, adjusting for child demographics and needs reported on routine social history questionnaires. RESULTS: Analyses included 5693 children who completed at least 1 ASQ:SE (total of 7302 assessments) and had shared reading frequency documented before each ASQ:SE assessment. Children were predominantly Black (75%) and publicly insured (80%). Sixteen percent of ASQ:SE scores were suggestive of social-emotional concerns; 6% of caregivers reported sharing reading rarely. Children with rare shared reading had a higher risk of an ASQ:SE above cutoff compared with those with shared reading on most days (adjusted risk ratio, 1.62; 95% confidence interval, 1.35–1.92). CONCLUSIONS: Less-frequent caregiver-reported shared reading was associated with higher risk of social-emotional problems in young children presenting for primary care. This highlights potential relational and social-emotional benefits of shared reading.

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Reading in children with drug‐resistant epilepsy was related to functional connectivity in cognitive control regions

Cited by 2 publications

References 28 publications

Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations

Chronic pediatric diseases and risk for reading difficulties: a narrative review with recommendations

Shared Reading and Risk of Social-Emotional Problems

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