Spoken sentence production in college students with dyslexia: working memory and vocabulary effects

Wiseheart, Rebecca; Altmann, Lori J. P.

doi:10.1111/1460-6984.12353

Cited by 15 publications

(9 citation statements)

References 66 publications

(206 reference statements)

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“…These mutations have been linked to short-and long-term learning and memory impairments in mice models (Chen et al 2010) and individuals with RTS show working memory span deficits relative to their overall mental age (Waite et al 2016). Working memory span is associated with vocabulary acquisition (Newbury et al 2015;Ellis and Sinclair 1996;Gathercole and Baddeley 1993;Gupta and MacWhinney 1997) and speech and sentence production (Wiseheart and Altmann 2018;Adams 1996;Acheson and MacDonald 2009). These skills are likely to be important for building more complex social communication skills and social responses and may contribute to the lack of development of these components of sociability in those with RTS.…”

Section: Discussionmentioning

confidence: 99%

An Observational Study of Social Interaction Skills and Behaviors in Cornelia de Lange, Fragile X and Rubinstein-Taybi Syndromes

Ellis

Oliver

Stefanidou

et al. 2020

J Autism Dev Disord

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We directly assessed the broader aspects of sociability (social enjoyment, social motivation, social interaction skills and social discomfort) in individuals with Cornelia de Lange (CdLS), fragile X (FXS) and Rubinstein-Taybi syndromes (RTS), and their association with autism characteristics and chronological age in these groups. Individuals with FXS (p < 0.01) and RTS (p < 0.01) showed poorer quality of eye contact compared to individuals with CdLS. Individuals with FXS showed less person and more object attention than individuals with CdLS (p < 0.01). Associations between sociability and autism characteristics and chronological age differed between groups, which may indicate divergence in the development and aetiology of different components of sociability across these groups. Findings indicate that individuals with CdLS, FXS and RTS show unique profiles of sociability.

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Section: Discussionmentioning

confidence: 99%

An Observational Study of Social Interaction Skills and Behaviors in Cornelia de Lange, Fragile X and Rubinstein-Taybi Syndromes

Ellis

Oliver

Stefanidou

et al. 2020

J Autism Dev Disord

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“…Impairments in structural language skills have however been reported in some previous studies of adults with dyslexia. A recent study by Wiseheart and Altmann (2018) using a spoken sentence generation task found that dyslexic college students were slower to respond and produced sentences that were less fluent, grammatical and complete. These demonstrations of impairments in structural language skills in high achieving dyslexic students are striking.…”

Section: Discussionmentioning

confidence: 99%

“…A seminal meta‐analysis by Swanson and Hsieh (2009) found that adults with reading disabilities demonstrated a range of deficits on standardized measures that extended beyond a phonological core deficit, for example with additional impairments on naming speed and verbal memory. A recent study by Wiseheart and Altmann (2018) reported that high achieving dyslexic university students were impaired on a spoken sentence generation task relative to controls, being slower to respond and constructing sentences that were less precise and less fluent. Other studies have reported a sparing of vocabulary skills (e.g., Hatcher, Snowling, & Griffiths, 2002), with one study even reporting superior performance on a measure of vocabulary depth in French speaking dyslexic students compared to controls (Cavalli et al, 2016).…”

Section: Language Abilities In Adults With Developmental Disordersmentioning

confidence: 99%

Profile of language abilities in a sample of adults with developmental disorders

et al. 2020

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This study investigated the profile of language abilities in a sample of high‐achieving English speaking adults with developmental disorders. Ninety‐seven adult participants were recruited: 49 with a dyslexia diagnosis (dyslexic group), 16 with a diagnosis of a different developmental disorder including dyspraxia, autism and SpLD (non‐dyslexic developmental disorder group) and 32 with no diagnosis (non‐disordered group). Dyslexic and non‐dyslexic developmental disorder groups demonstrated similar impairments across measures of word reading, working memory, processing speed and oral language. Dyslexic participants showed the usual pattern of impaired phonological skills but spared non‐verbal intelligence and vocabulary. There were also some suggestions of impaired structural oral language skills in this group. A data‐driven clustering analysis found that diagnosis was not a reliable predictor of similarity between cases, with diagnostic categories split between data‐driven clusters. Overall, the findings indicate that high‐achieving adults with developmental disorders do demonstrate impairments that are likely to affect success in higher education, but that support needs should be assessed on a case‐by‐case basis, rather than according to diagnostic label.

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“…Moreover, fMRI studies demonstrated thatregions of the parietal lobes, which are importantbrain structures involved in learning disabilities,have consistently been involved in motor skilllearning and fronto-parietal interaction have beenemphasized, also as reported by Cavalli E et al 25 ,parietal, supplementary motor area andcerebellum are involved in hand and finger movernents 26 . Furthermore, cerebellar activitieshave observed in several studies and theactivation pattern in non-motor skill learning issimilar to that of motor skill learning 27 . Second,PMS utilize neural connections that have beenprototypical for academic skills.…”

Section: Discussion:-mentioning

confidence: 84%

Perceptual Motor Skill Disorder : A Riskfactor for Learningproblems in Elementary School Children

Alomairi¹,

Alzahrani²,

Shawki³

et al. 2020

IJAR

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Background: Disorder of perceptusl motor skills (PMS) has been frequently reported in children withlearningproblems, the nature and relevance of disorder of PMS to learning disabilities are still poorlyunderstood. Studydesign and setting: A prospective longitudlinal study conducted on 195 second grade children at TaifCity. Aim of the work: To elucidate the relevance of disorder in PMS to theproblem oflearning disability. Subjects and methods: 195-secondgradechildrenwereassessedfor6 PMS;coin sorting, hand dexterity, finger tapping, eye tracking, simplereaction time and hand stability at thebeginning of the academic year 2017-2018. Learning abilities were assessed by school records, teacher ratingand wide Range Achievement Test (WRAT) raw scores for readingspilling and arithmetic. At the end of theyear 2017-2018, children were looked for class repetition. Results: Subjects in the 1 st quartile (good performance) and in the 4th quartile (poor performance) of the PMS were compared fordifference in learning parameters. Highly significant differences were observed in all learning parametersbetween both groups. Multiple regression analysis revealed that PMS accountedfor highly significant amount ofvariation in variances of all learning parameters. Follow-up revealedthatsubjectswithpoorperformanceinPMS had a significantly higher incidence of class repetition; additionally, subjects with class repetition weresignificantly impaired in coin sorting, hand dexterity, and eyetracking. Conclusion: Someof the PMSweresignificant independent variables for academic learning abilities and predictor for future leaning problems.

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Spoken sentence production in college students with dyslexia: working memory and vocabulary effects

Cited by 15 publications

References 66 publications

An Observational Study of Social Interaction Skills and Behaviors in Cornelia de Lange, Fragile X and Rubinstein-Taybi Syndromes

An Observational Study of Social Interaction Skills and Behaviors in Cornelia de Lange, Fragile X and Rubinstein-Taybi Syndromes

Profile of language abilities in a sample of adults with developmental disorders

Perceptual Motor Skill Disorder : A Riskfactor for Learningproblems in Elementary School Children

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