“…On the same topic, Yu and Garcy report that individuals born small for gestational age had lower mean verbal, spatial and numerical test scores than those born appropriate or large for gestational age. In the accompanying editorial, Horowitz‐Kraus provides us with an insight into new techniques that can help to distinguish between different causes of reading challenges, even before a child has failed to read at school . …”
Section: Reading Difficulties Begin In the Wombmentioning
Reading difficulties begin in the wombChildren born with foetal growth restrictions demonstrated significantly poorer performance in reading and spelling at nine years of age, compared with control children who were born appropriate for gestational age, according to a study by Partanen et al. (1). On the same topic, Yu and Garcy (2) report that individuals born small for gestational age had lower mean verbal, spatial and numerical test scores than those born appropriate or large for gestational age. In the accompanying editorial, Horowitz-Kraus provides us with an insight into new techniques that can help to distinguish between different causes of reading challenges, even before a child has failed to read at school (3).
“…On the same topic, Yu and Garcy report that individuals born small for gestational age had lower mean verbal, spatial and numerical test scores than those born appropriate or large for gestational age. In the accompanying editorial, Horowitz‐Kraus provides us with an insight into new techniques that can help to distinguish between different causes of reading challenges, even before a child has failed to read at school . …”
Section: Reading Difficulties Begin In the Wombmentioning
Reading difficulties begin in the wombChildren born with foetal growth restrictions demonstrated significantly poorer performance in reading and spelling at nine years of age, compared with control children who were born appropriate for gestational age, according to a study by Partanen et al. (1). On the same topic, Yu and Garcy (2) report that individuals born small for gestational age had lower mean verbal, spatial and numerical test scores than those born appropriate or large for gestational age. In the accompanying editorial, Horowitz-Kraus provides us with an insight into new techniques that can help to distinguish between different causes of reading challenges, even before a child has failed to read at school (3).
“…However, although the contribution of the environment to the origins and development of DD has not been sufficiently analysed, and the literature on this topic is scarce and fragmented [ 43 ], there is evidence to support the fact that the perinatal and postnatal periods can be critical in terms of reading ability [ 38 , 43 , 44 ]. Different perigestational and neonatal complications, such as iodine deficiency during pregnancy, prematurity, insufficient intrauterine growth, hyperbilirubinaemia and neonatal hyperglycaemia, among others, have been described and may significantly affect neurodevelopment, causing atypical cognitive development that could lead to the presence of reading difficulties [ 38 , 45 , 46 , 47 , 48 , 49 ].…”
The study of the multiple processes involved in learning how to read can contribute towards the early detection of good and bad readers. However, it is necessary to take into consideration different biopsychosocial risk factors (pre- and perigestational, neonatal, medical, developmental and family-related) that may have a significant impact on neurodevelopment, producing atypical cognitive development that could lead to the presence of reading difficulties. The objective of this study was to identify the main psycholinguistic abilities involved in the early reading performance and analyse their relationship to biopsychosocial risk factors. A total of 110 subjects between the ages of 4 and 7 years old and enrolled in state-run schools in Spain participated in the study. Significant correlations were found between different psycholinguistic abilities and certain biopsychosocial risk factors (having had hyperbilirubinemia, having obtained a score lower than 9 on the Apgar test, having had language problems or a sibling with dyslexia). This relationship should be taken into account in the study of learning difficulties as a potential indicator to predict later reading development and even the presence of developmental dyslexia.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
