Subtipos de Dislexia do Desenvolvimento Descritos no Português Brasileiro: Uma Revisão Integrativa / Developmental Dyslexia Subtypes Described in Brazilian Portuguese: An Integrative Review / Subtipos de Dislexia del Desarrollo Descritos en Portugués Brasileño: Una Revisión Integradora

A heterogeneidade na dislexia do desenvolvimento pode ser compreendida por meio dos subtipos de dislexia do desenvolvimento (SDD), porém não foram encontrados estudos que avaliassem a literatura brasileira sobre SDD. A presente revisão buscou responder quais SDD foram identificados no português brasileiro. Foram incluídos estudos empíricos, em inglês ou português, que descrevessem ao menos um SDD, bem como critérios diagnósticos, com participantes brasileiros. As buscas foram realizadas nas bases Scielo, Pubmed e Google Scholar. Como resultado, foram encontrados 11 estudos referentes a seis SDD, sendo as dislexias fonológicas e de superfície as mais presentes, e foram descritas as definições, critérios de identificação e instrumentos de avaliação utilizados em cada estudo. Foi discutida a heterogeneidade de definições, critérios de identificação e instrumentos de avaliação encontrados. Destacam-se o pequeno número de relatos em comparação com a literatura internacional e a necessidade de tarefas padronizadas, validadas e sensíveis aos SDD no português brasileiro.(AU)

The present review aimed to explore the subtypes of developmental dyslexia (SDD), identified in the Brazilian literature, considering the heterogeneity in developmental dyslexia. This review included empirical studies in English or Portuguese, involving Brazilian students, and describing at least one SDD, along with diagnostic criteria. Searches were conducted in the Scielo, Pubmed and Google Scholar databases. The review identified 11 studies, which covered six different SDD. Phonological and surface dyslexia were the most commonly reported subtypes. The review discussed the variations in definitions, identification criteria, and evaluation instruments used in these studies. It also highlighted the limited number of reports in the Brazilian literature compared to international sources and emphasized the need for standardized, validated tasks in Brazilian Portuguese that are SDD-sensitive.(AU)

La heterogeneidad en la dislexia del desarrollo puede comprenderse a través de los subtipos de dislexia del desarrollo (SDD), pero no se encontraron estudios que evalúen la literatura brasileña sobre SDD. Esta revisión buscó responder cuáles los SDD se han identificado en el portugués brasileño. Se incluyeron estudios empíricos con participantes brasileños en inglés o portugués que describieran al menos un SDD y sus criterios de diagnósticos. Las búsquedas se realizaron en las bases de datos Scielo, Pubmed y Google Scholar. Como resultado, se encontraron 11 estudios relacionados con seis SDD, siendo las dislexias fonológicas y de superficie las más comunes, y se describieron las definiciones, criterios de identificación e instrumentos de evaluación utilizados en cada estudio. Se discutió la heterogeneidad de definiciones, criterios de identificación y herramientas de evaluación encontradas. Se destaca el escaso número de informes en comparación con la literatura internacional y la necesidad de tareas estandarizadas, validadas y sensibles a SDD en el portugués brasileño.(AU)

Dislexia do desenvolvimento em abordagem comparada: scoping review de pesquisas produzidas no Brasil e na Austrália / Developmental dyslexia in a comparative approach: Scoping review of research produced in Brazil and Australia

O objetivo desta scoping review é apresentar propostas de intervenção voltadas à dislexia, praticadas no Brasil e na Austrália, buscando analisar possíveis diferenças e similaridades entre os dois países. O critério para inclusão dos trabalhos foi a pesquisa ter sido realizada com seres humanos; a população ter diagnóstico de dislexia; e o estudo apresentar uma abordagem de tratamento. Os resultados revelam que nas pesquisas do Brasil predominou a abordagem pautada na remediação fonológica, e, na Austrália, houve predomínio de estudos de caso. Observou-se, no entanto, que os dois países, apoiados na hipótese cognitivista da dislexia, privilegiaram aspectos de decodificação, relativizando dimensões mais amplas da linguagem escrita. Conclui-se, portanto, que existem mais semelhanças do que diferenças relacionadas aos aspectos de tratamento clínico.

The aim of this scoping review is to present dyslexia intervention proposals, practiced in Brazil and Australia, seeking to analyze possible differences and similarities between the two countries. The criterion for including the works was the research was carried out with human beings; the population is diagnosed with dyslexia; and the study presents a treatment approach. The results show that in the Brazilian studies the phonological remediation approach predominated, and in Australia, case studies predominated. It was observed, however, that the two countries, based on the cognitivist hypothesis of dyslexia, favored aspects of decoding, relativizing broader dimensions of written language. It is concluded, therefore, that there are more similarities than differences related to aspects of clinical treatment.

Association between KIAA0319 SNPs and risk of dyslexia: a meta-analysis

The aetiology of developmental dyslexia (DD) is complex; although candidate genes have been suggested, the molecular mechanism and risk factors remain unknown. The KIAA0319 gene is functionally related to neuronal migration and axon growth, and several studies have examined associations between KIAA0319 polymorphisms with DD, but the results remain inconsistent. The sample size affects the results of meta-analysis. The aim of this meta-analysis was to clarify the effect of KIAA0319 polymorphisms on dyslexia susceptibility according to the available evidence. All eligible case–control and transmission/disequilibrium test (TDT) studies published until March 2018 were identified by searchingMedline, PubMed, Embase, Web of Science and Chinese Biomedical Database, limited to Chinese and English language papers. Pooled odds ratios and 95% confidence intervals were calculated using STATS package v12.0. A total of 11 related studies, including 3130 cases of dyslexia and 3460 healthy control subjects, as well as four TDT studies with 842 families were included in our meta-analysis. The results indicated that the polymorphisms rs4504469, rs2038137, rs2179515, rs3212236, rs6935076, rs9461045, rs2143340 and rs761100 have no association between the polymorphisms and dyslexia risk. Three subgroup meta-analyseswere performed according to the study design, country and population. The stratified analysis revealed that the KIAA0319 rs4504469 minor allele was a risk allele t in the TDT subgroup, rs3212236 minor allele was a risk allele t in the UK subgroup and rs6935076 minor allele was a risk allele t in the Canada subgroup. Further studies with larger sample sizes that assess gene–gene and gene–environment interactions are required. The sample size of our study is larger than that of the previous studies, and the results are different from those of the previous studies.We have synthesized all the current studies on KIAA0319 and obtained reliable results.

Eye-movement Patterns of Chinese Children with Developmental Dyslexia during the Stroop Test / 生物医学与环境科学（英文）

<p><b>OBJECTIVE</b>To compare the eye-movement patterns of Chinese children with developmental dyslexia (DD children) with those of non-dyslexic children as they perform the Stroop Color and Word Test (SCWT), and to explore the relationship between their eye-movement patterns and interference effect.</p><p><b>METHODS</b>An EyeLink II was used to record the eye-movement parameters of 32 DD children and 37 non-dyslexic children as they performed the SCWT. The independent samples t-test and repeated measures were used to analyze behavioral and eye-movement parameters.</p><p><b>RESULTS</b>Compared to the control group, Chinese DD children presented lower accuracy (F = 8.488), slower response time (F = 25.306), and larger interference effect (t = 2.29); Chinese DD children also exhibited lower frequency of fixations (F = 6.069), greater numbers of saccades (F = 7.914) and fixations (F = 5.272), and shorter mean saccade distance (F = 4.03). All behavioral and eye-movement parameters differed significantly among the three tasks in the SCWT. There was significant interaction between groups and tasks in accuracy (F = 5.844), and marginally significant interaction in response time (F = 3.040). Chinese DD children tended to have lower accuracy and longer response time than the control group in the 'color-word naming' task.</p><p><b>CONCLUSION</b>Compared to non-dyslexic children, Chinese DD children are subject to a stronger interference effect. When performing the SCWT, Chinese DD children exhibit abnormal eye-movement patterns, namely shorter mean saccade distance, lower frequency of fixations, and more fixations and saccades. These abnormal eye movements may be relatively stable oculomotor patterns of DD children performing visual processing, and not influenced by impaired interference effect.</p>

Comparative Study of Environmental Risk Factors for Han and Uyghur Children with Dyslexia / 听力学及言语疾病杂志

Objective To investigate differences between Han and Uyghur children in dyslexia prevalence and potential environmental risk factors as well as to provide diagnosis and treatment evidence for dyslexia children . Methods We used cluster sampling to recruit 2 854 students in grades 3~6 from five Uyghur -Chinese bilingual primary schools in Xinjiang province .The children with dyslexia were selected step by step according to the defini‐tion of ICD-10 and DSM -IV .The children with DD and children without DD were selected and compared by 1∶1 of the same class ,ages and genders .Then single factor analysis and logistic regression analysis were used to as‐sess children'environmental risk factors .Results In total ,2 438 effective quostionnaires have been got .The difference between Han (3 .89% ) and Uyghur (7 .05% ) dyslexia prevalence was statistically significant .The factor analysis revealed that educational grades ,family income ,father's and mother's occupations ,and their education levels as well as some home literacy environmental factors were significantly different for the two groups of children with dyslexia (P<0 .05) .Conclusion The prevalence of dyslexia was high in both groups ,and especially for Uyghur children . Some environmental factors may be responsible for the differences noted ,especially for the occupation of mother .

The visual magnocellular deficit in developmental dyslexia / 中华行为医学与脑科学杂志

To study the visual magnocellular deficit in alphabetic and Chinese developmental dyslex?ia from behavioral,neural mechanism and intervention studies,critical words in Chinese and English (de?velopmental dyslexia and magnocellular pathway or dorsal stream or contrast sensitivity or coherent mo?tion ) were searched in Chinese and English databases(CNKI,PubMed,ScienceDirect,etc.) from Septem?ber to December,2015. Forty?three relevant articles which aimed to investigate the visual magnocellular defi?cit in developmental dyslexia were selected among 75 articles according to the searching result and the objec?tive of the present study. The results showed that alphabetic studies consistently consistently manifested the magnocellular deficit in developmental dyslexia from the aspects of behavioral performance,neural activities and intervention effects. However,whether the deficit was the cause or the consequence of dyslexia remains controversial. In Chinese,most of studies on magnocellular deficit of developmental dyslexia were behavioral. There were few studies from aspects of neural mechanism and intervention. Alphabetic and Chinese studies consistently manifested magnocellular deficit in developmental dyslexia,suggesting the consistency across lan?guages. However,more comprehensive studies are required to further explore the causal relationship between magnocellular deficit and developmental dyslexia.

Cognição numérica em crianças com transtornos específicos de aprendizagem / Numerical cognition in children with specific learning disabilities / Cognición numérica en niños con trastornos específicos de aprendizaje

O objetivo do presente estudo foi investigar o desenvolvimento de sistemas específicos da Cognição Numérica (Senso Numérico - SN, Compreensão Numérica - CN, Produção Numérica - PN e Cálculo - CA) em crianças brasileiras com Transtornos Específicos de Aprendizagem. Participaram do estudo 72 crianças (36 meninos), entre 9 e 10 anos, cursando os 4º ou 5º Anos do Ensino Fundamental em escolas públicas da região centro-oeste do Estado de São Paulo, Brasil; divididas em três grupos: controle (CT, N=42), com perfil de Dislexia do Desenvolvimento (DL, N = 11) e com perfil de Discalculia do Desenvolvimento combinada com dislexia (DDc, N = 19). Todas apresentavam nível intelectual médio para faixa etária. Os Transtornos Específicos de Aprendizagem foram aferidos pelo Teste de Desempenho Escolar (Stein, 1994), no qual as crianças com DDc obtiveram necessariamente classificação 'inferior' no Teste de Aritmética. Os três grupos foram similares em SN. As crianças DL e DDc apresentaram prejuízos leves em CN. Contudo, crianças com DDc apresentaram prejuízos moderados em PN e de leve a moderado em CA, o que indica um comprometimento mais generalizado em Cognição Numérica quando comparadas aos outros grupos. Em conclusão, crianças com DDc apresentaram maiores prejuízos e defasagem em relação às crianças DL e com desenvolvimento típico nos diferentes sistemas da Cognição Numérica.

The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9-to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.

El objetivo de este estudio fue investigar el desarrollo de los sistemas específicos de la Cognición Numérica (el Sentido Numérico - SN, la comprensión numérica - CN, la producción numérica - PN y el Cálculo - CA) en niños brasileños con Trastornos Específicos de Aprendizaje. El estudio incluyó a 72 niños (36 chicos), con edad entre 9 y 10 años, estudiantes de los años 4to y 5to de primaria en escuelas públicas de un pueblo del Estado de São Paulo, Brasil; divididos en tres grupos: control (CT, N = 42), perfil de la Dislexia de Desarrollo (DL, N = 11) y el perfil de la Discalculia del Desarrollo combinado con dislexia (DDc, N = 19). Todos tenían el nivel intelectual dentro del rango medio. Los trastornos del aprendizajes e evaluaron a través de la Prueba de Rendimiento Académico (Stein, 1994), en el que los niños con DDc obtuvieron una clasificación necesariamente "inferior" en la prueba de aritmética. Los tres grupos fueron similares en SN. Los niños con DL y DDc mostraron ligeras pérdidas en CN. Sin embargo, los niños con DDc sufrieron daños moderados en PN y de leves a moderados en CA, por lo tanto, exhibieron un deterioro más generalizado en la cognición numérica en comparación a los otros grupos. En conclusión, los niños con DDc presentaron mayores perjuicios do que niños con DL o desarrollo típico de los diferentes sistemas de la Cognición Numérica.

Neural mechanism of deficits in Chinese developmental dyslexia / 中华行为医学与脑科学杂志

Objective To study on the neural mechanism of deficits in Chinese developmental dyslexia from the aspects of the phonological processing,orthographic skills,visual magnocellular function and cerebellum function.Methods Critical words in Chinese and English (e.g.dyslexia,reading development,Chinese,neural) and formula (e.g.Chinese and (reading development) and (neural or neuroimage or fMRI or ERP or brain area) related with the present topic were searched among the article abstracts in Chinese and foreign databases (e.g.CNKI,Pubmed,Sciencedirect) from July to December,2014.Results Fifty-two relevant articles were gained access to the database.Referring to the present topic,research on the neural mechanism of dyslexia with neuroimaging technique was reserved,while the studies in which the reading impairment of the participants was caused by acquired factors were eliminated.Finally,thirty-three valid articles were retained.Conclusion According to previous studies,although there might be similarities in cognitive deficits of dyslexia between alphabetic languages and Chinese,it was still found that the Chinese children with developmental dyslexia exhibited abnormal neural activities and impaired brain structures in areas associated with Chinese phonology (i.e.left middle frontal gyrus,which was different from the left inferior fiontal gyrus always related with phonological processing in alphabetic languages) and orthographic skills (right occipitotemporal areas which was responsible for the visuospatial processing),revealing language specificity of Chinese to some extent.However,some other studies reported the similarities in neural mechanisms of dyslexia across languages.Therefore,more studies were required to further examine the crosscultural mechanism of the neural activity regarding the developmental dyslexia.Meanwhile,researches on the aspects of general perception showed Chinese dyslexic individuals had deficits in visual magnocellular function,and cerebellum.Future studies were required to explore the relationship between the linguistic and non-linguistic deficits.

Utilização de técnicas de manejo comportamental e neuropsicológicas para intervenção dos transtornos de aprendizagem / Behavioral management and neuropsychological techniques for learning disabilies intervention

O diagnóstico de dislexia do desenvolvimento é um fator de risco para as dificuldades de aprendizagem da matemática e exige programas de intervenção específicos e alicerçados no perfil cognitivo desse grupo clínico. Além dos déficits cognitivos, esses indivíduos também apresentam prejuízos emocionais e sociais. O objetivo do estudo foi avaliar a eficácia de um programa de intervenção da matemática, focado na habilidade de transcodificação numérica. Técnicas de manejo comportamental foram associadas ao treino cognitivo para lidar com os prejuízos emocionais. A intervenção foi realizada em três pacientes com diagnóstico de dislexia e sintomas de baixa autoeficácia, desmotivação e ansiedade de desempenho. Os pacientes participaram de sessões individuais, sendo que o programa foi estruturado em 12 sessões de 60 minutos cada. Para avaliação da eficácia do programa utilizou-se um delineamento de pré e pós-teste. Os resultados demonstraram que todos os pacientes obtiveram ganhos tanto quantitativos, quanto qualitativos. Entretanto, nem todas as habilidades treinadas obtiveram uma melhora significativa, atribui-se esse desfecho a diferenças no perfil cognitivo e emocional dos pacientes...

The diagnosis of developmental dyslexia is a risk factor to mathematical learning difficulties and requires specific intervention programs grounded in the cognitive profile of this clinical group. Besides the cognitive deficits, these individuals have emotional and social impairment. The aim of the study was to evaluate the effectiveness of a math intervention program focused on numerical transcoding ability. Behavioral management techniques were used to deal with the emotional disregulation, during the cognitive intervention. The intervention was performed with three patients diagnosed with dyslexia and symptoms of low self-efficacy, demotivation and performance anxiety. Patients participated in individual sessions of the program which was structured in 12 sessions of 60 minutes each. In order to evaluate the effectiveness of the program, it was used pretest and posttest design. The results demonstrated that all patients had both quantitative and qualitative gain. However, some abilities did not show significative improvement. This scenario is related to pacients differences in cognitive and emotional profile

Codificação fonológica e ortográfica na dislexia de desenvolvimento: evidência de um estudo de caso / Phonological and orthographic coding in developmental dyslexia: evidence from a case study

O presente estudo investiga a habilidade de codificação fonológica e ortográfica de uma criança com dificuldade de leitura de base fonológica (Idade = 12 anos e 8 meses). Quinze crianças com desenvolvimento típico para as suas idades cronológicas (Idade Média = 8 anos e 7 meses), cuja habilidade de ler palavras era semelhante à da criança disléxica, também participaram do estudo. A codificação fonológica e ortográfica foi avaliada por meio de um ditado de palavras contendo relações letra-som mais ou menos regulares. Os resultados questionam a hipótese de que a habilidade de codificação ortográfica seja superior à habilidade de codificação fonológica na dislexia do desenvolvimento. Embora a criança com dificuldade de leitura tenha apresentado desempenho semelhante ao dos leitores normais nas palavras com regras contextuais, seu desempenho foi muito inferior nas palavras contendo sons cuja grafia é ambígua. Os resultados também sugerem que, relativamente a leitores típicos, crianças com dificuldade de leitura podem ter dificuldade em fazer uso de regularidades morfossintáticas para escrever palavras.

The present study investigates the phonological and orthographic skills of a Brazilian Portuguese-speaking child with a history of persistent reading difficulties (Age = 12 years and 8 months old). Fifteen typical readers with similar reading ability participated as controls (Mean Age = 8 years and 7 months old). Phonological and orthographic coding skills were evaluated through the ability to spell words that varied with regard to the more or less regular nature of their letter-sound correspondences. Results question the hypothesis that orthographic coding skills are superior to phonological coding skills in developmental dyslexia. Although the reading disabled child performed similarly to controls on words containing contextual rules, her performance was substantially inferior on words containing sounds whose spelling is ambiguous. Results also suggest that, relative to typical readers, dyslexic readers may have difficulty in making use of morphosyntactic regularities to spell words.

The Brain Mechanism of Developmental Dyslexia:Evidences From The Brain Image / 生物化学与生物物理进展

Developmental dyslexia is a specific learning disability. The cerebral mechanism of development dyslexia is an important topic that has fascinated many researchers. With the introduction of brain imaging in studies of cerebral mechanism of development dyslexia, many achievements have been made. Studies of developmental dyslexia structure image found that development dyslexia showed brain structure abnormal in the parietotemporal region, occipitotemporal cortex, inferior frontal gyrus, and cerebellum et al, manifesting either in one specific area or by the asymmetry of one area; the functional image studies revealed that development dyslexia showed activity abnormal in most regions that proved to display structure abnormality; studies of brain functional connectivity demonstrates that the abnormality of development dyslexia happened not only in the connection between front-back part in one cerebral hemisphere, but also in the connection between the two hemispheres. In addition, some studies indicate Chinese development dyslexia has different brain mechanisms compared to that of alphabetic languages. These findings provide valuable insight for future developmental cerebral mechanisms research and for the expansion of Chinese development dyslexia research.

The Reading Features of Chinese Children with Developmental Dyslexia / 中国心理卫生杂志

Objective:To explore the reading feature of developmental dyslexia. Methods:820 children of grade 3~5 in 5 primary schools in Wuhan City were selected by cluster sampling; fifty-five children with developmental dyslexia were screened out according to ICD-10. One hundred and ten normal children with the same age, sex and socioeconomic status were chose as control. Results:The prevalence rate of developmental dyslexia is 6.7%. The score of 8 items of DCCC (Dyslexia Checklist for Chinese Children) of developmental dyslexics were mostly significantly higher than that of normal children (15.2?3.7/10.1?3.3, 21.6?3.7/13.4?4.9, 16.1?3.5/10.6?3.7, 16.8?3.6/11.7?3.1, 15.9?3.9/11.5?3.5, 21.4?4.3/14.5?4.6, 14.9?3.7/9.4?2.8, 23.2?4.4/15.9?4.7, all withP