Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10-17) diagnosis.

This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers seen at age 5, 38 students were subsequently diagnosed as either consistent dyslexic readers (18 DYS) or consistent typical readers (20 TR). Their phonological and lexical reading skills were assessed at ages 10 and 17 and their phonemic segmentation and discrimination skills at age 5. In comparison with TR of the same chronological age (CA-TR), individuals with dyslexia demonstrated an impairment of the two reading routes, especially of the phonological reading route. In the comparison with younger TR (age 10) of the same reading level (RL-TR), only a deficit of the phonological route is observed. In the multiple-case study, the comparisons with CA-TR showed a prevalence of mixed profiles and very few dissociated profiles, whereas the comparison with RL-TR resulted mostly in two profiles depending on the measure: a phonological profile when accuracy was used and a delayed profile when speed was used. In addition, the correlations between early phonemic segmentation and discrimination skills (age 5) and later reading skills (age 17) were significant, and in the group of individuals with dyslexia, early phonemic segmentation skills significantly predicted these later reading skills. Phonological reading deficits are persistent and mainly caused by early phonemic impairments.

What's morphology got to do with it: Oral reading fluency in adolescents with dyslexia.

Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with dyslexia has been argued to be a form of compensation. However, the contribution of morphological skills to reading fluency is still unclear. In this study, French adolescents with and without dyslexia were assessed on their morphological awareness and processing skills, along with reading fluency. Morphological awareness was assessed with a suffixation decision task, while a primed lexical decision task was used to assess morphological processing. Primes shared four possible relationships with the targets: morphological, semantic, orthographic, or unrelated. Group differences were not found for morphological awareness. In contrast, the group of adolescents with dyslexia showed a greater benefit of morphological priming. A continuous approach where reading fluency is seen as a broad spectrum was then used for future analyses. Benefits from morphological and orthographic priming were found to be inversely related to reading fluency. Morphological processing was found to be relatively high for individuals with low reading fluency proficiency, which suggests its use as a compensatory strategy in this population. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Insecure adult attachment style is associated with elevated psychological symptoms in early adjustment to severe burn: A cross-sectional study.

Research into recovery and adjustment after burn injury has indicated a link between psychopathological symptoms including traumatic stress, distress, depression and anxiety, and worse psychosocial and physical outcomes. The severity of psychological symptoms does not always correlate with that of the burn injury, and symptoms can be ongoing in certain patients for extensive periods, leading to a need for early screening in burns patients for psychological vulnerabilities. One potential factor influencing recovery from the psychological impact of burn injury is adult attachment style, specifically secure and insecure attachment, as this describes how an individual organizes their stress regulation. This cross-sectional study measured: (a) attachment style (via the Relationship Questionnaire [RQ]): (b) negative psychological symptoms (via the Depression Anxiety and Stress Scale [DASS]); and, (c) post-traumatic symptoms (via the Davidson Trauma Scale [DTS]) in a cohort of burns patients (n = 104, 51 analysed) in a severe burns unit in Australia during the acute phase of their recovery. Secure attachment style was inversely related to psychopathological symptoms. Secure participants scored significantly lower scores on the DASS (M = 17.63, SD = 17.07) compared to self-rated insecure participants [(M = 42.38, SD = 34.69), p < .01] and on the DTS (M = 14.22, SD = 15.42) compared to insecure participants [(M = 40.54, SD = 35.72), p < .01]. Similar results were found in analyses controlling for covariates of gender, age and burn severity as potential confounders. This research suggests attachment style may play an important role in psychosocial recovery from severe burn injury.

Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children.

In this study, we examined the learning of new grapheme-phoneme correspondences in individuals with and without dyslexia. Additionally, we investigated the relation between grapheme-phoneme learning and measures of phonological awareness, orthographic knowledge and rapid automatized naming, with a focus on the unique joint variance of grapheme-phoneme learning to word and non-word reading achievement. Training of grapheme-phoneme associations consisted of a 20-min training program in which eight novel letters (Hebrew) needed to be paired with speech sounds taken from the participant's native language (Dutch). Eighty-four third grade students, of whom 20 were diagnosed with dyslexia, participated in the training and testing. Our results indicate a reduced ability of dyslexic readers in applying newly learned grapheme-phoneme correspondences while reading words which consist of these novel letters. However, we did not observe a significant independent contribution of grapheme-phoneme learning to reading outcomes. Alternatively, results from the regression analysis indicate that failure to read may be due to differences in phonological and/or orthographic knowledge but not to differences in the grapheme-phoneme-conversion process itself.

Type-D Personality and Elevated Psychological Symptoms In Early Adjustment of Severe Burn Injury Patients.

Severe burn injuries are highly traumatic requiring lengthy recovery. High levels of distress in the early stages of treatment have been associated with poor physical and psychosocial recovery outcomes. Identifying traits relating to distress and personal coping styles may aid screening. Type-D, or 'distressed', personality may be such a trait. Type-D personality refers to an ongoing personality organization defined by a tendency to experience greater negative emotions and thoughts while simultaneously socially inhibiting their expression (Denollet et al., 1996 . Type-D has been linked to poor health outcomes in those with cardiovascular disease as well as other populations and has been found to be associated with elevated psychological symptoms. Currently, there are no investigations in the literature looking at Type-D in the severe burns injury population. This study aimed to investigate Type-D in severe burn injury patients, specifically regarding the presence of psychological symptoms in early treatment, using data gathered during a pilot study conducted at a severe burn injury unit. The DS-16, Davidson Trauma scale and Depression Anxiety and Stress Scale scores were analysed along with demographic and clinical data in 54 participants (40 males, 14 females). Participants who were found to have Type-D displayed significantly higher levels of psychopathology. Additionally, Type-D was found to be a significant predictor of psychological symptoms.

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness.

BACKGROUND: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development. AIM: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. METHODS AND PROCEDURES: In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and age-matched controls from kindergarten up to and including grade 2. OUTCOMES AND RESULTS: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade. CONCLUSIONS: Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.

Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia.

Purpose: This longitudinal study examines measures of temporal auditory processing in pre-reading children with a family risk of dyslexia. Specifically, it attempts to ascertain whether pre-reading auditory processing, speech perception, and phonological awareness (PA) reliably predict later literacy achievement. Additionally, this study retrospectively examines the presence of pre-reading auditory processing, speech perception, and PA impairments in children later found to be literacy impaired. Method: Forty-four pre-reading children with and without a family risk of dyslexia were assessed at three time points (kindergarten, first, and second grade). Auditory processing measures of rise time (RT) discrimination and frequency modulation (FM) along with speech perception, PA, and various literacy tasks were assessed. Results: Kindergarten RT uniquely contributed to growth in literacy in grades one and two, even after controlling for letter knowledge and PA. Highly significant concurrent and predictive correlations were observed with kindergarten RT significantly predicting first grade PA. Retrospective analysis demonstrated atypical performance in RT and PA at all three time points in children who later developed literacy impairments. Conclusions: Although significant, kindergarten auditory processing contributions to later literacy growth lack the power to be considered as a single-cause predictor; thus results support temporal processing deficits' contribution within a multiple deficit model of dyslexia.

The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia.

The direct influence of phonological awareness (PA) on reading outcomes has been widely demonstrated, yet PA may also exert indirect influence on reading outcomes through other cognitive variables such as morphological awareness (MA). However, PA's own development is dependent and influenced by many extraneous variables such as auditory processing, which could ultimately impact reading outcomes. In a group of pre-reading children with a family risk of dyslexia and low-risk controls, this study sets out to answer questions surrounding PA's relationship at various grain sizes (syllable, onset/rime and phoneme) with measures of auditory processing (frequency modulation (FM) and an amplitude rise-time task (RT)) and MA, independent of reading experience. Group analysis revealed significant differences between high- and low-risk children on measures of MA, and PA at all grain sizes, while a trend for lower RT thresholds of high-risk children was found compared with controls. Correlational analysis demonstrated that MA is related to the composite PA score and syllable awareness. Group differences on MA and PA were re-examined including PA and MA, respectively, as control variables. Results exposed PA as a relevant component of MA, independent of reading experience.

Morphological Awareness and Its Role in Compensation in Adults with Dyslexia.

This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared with the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than noncompensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of PA and vocabulary). Results suggest that intact and strong MA skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed.

The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia.

This study investigated whether auditory, speech perception, and phonological skills are tightly interrelated or independently contributing to reading. We assessed each of these three skills in 36 adults with a past diagnosis of dyslexia and 54 matched normal reading adults. Phonological skills were tested by the typical threefold tasks, i.e., rapid automatic naming, verbal short-term memory and phonological awareness. Dynamic auditory processing skills were assessed by means of a frequency modulation (FM) and an amplitude rise time (RT); an intensity discrimination task (ID) was included as a non-dynamic control task. Speech perception was assessed by means of sentences and words-in-noise tasks. Group analyses revealed significant group differences in auditory tasks (i.e., RT and ID) and in phonological processing measures, yet no differences were found for speech perception. In addition, performance on RT discrimination correlated with reading but this relation was mediated by phonological processing and not by speech-in-noise. Finally, inspection of the individual scores revealed that the dyslexic readers showed an increased proportion of deviant subjects on the slow-dynamic auditory and phonological tasks, yet each individual dyslexic reader does not display a clear pattern of deficiencies across the processing skills. Although our results support phonological and slow-rate dynamic auditory deficits which relate to literacy, they suggest that at the individual level, problems in reading and writing cannot be explained by the cascading auditory theory. Instead, dyslexic adults seem to vary considerably in the extent to which each of the auditory and phonological factors are expressed and interact with environmental and higher-order cognitive influences.

A survey of Canadian Alpine ski racing coaches regarding spinal protective devices for their athletes.

INTRODUCTION: Spinal protective devices are a recent addition to the protective equipment worn by competitive and recreational alpine skiers and snowboarders. Their rate of use is not documented at the time of publication. The objective of this study was to examine the current attitudes and recommendations of Canadian alpine ski racing coaches towards spinal protective devices. METHODS: A convenience sample of alpine ski racing coaches across Canada were contacted in each provincial sport governing body in the ski racing community. A ten question online survey was attached to the initial email. Descriptive statistical analysis was utilized. RESULTS: A total of 29 Canadian alpine ski racing coaches completed the study survey. All participants were familiar with spinal protective devices and 51.7% of respondents reported that they do not actively enforce spinal protective device use with their ski racing athletes. 80% of respondents reported that their Canadian ski racing club did not have guidelines or policies regarding spinal protective device use. 86.2% of respondents were unaware if their provincial sport organization had a policy regarding their use. DISCUSSION: The majority of coaches reporting training athletes aged 10-15, which may help to explain why only half of those surveyed enforce the use of spinal protective devices. This group of athletes may not participate in speed events as frequently as older athletes, where the use of spinal protective devices is more common. CONCLUSION: The majority of Canadian Alpine ski coaches report a belief that spinal protective device use is important, however, far fewer enforce their use, or work in an environment with a policy requiring it. Further research is required to determine the differences in beliefs and practice.

INTRODUCTION: Les dispositifs de protection de la colonne vertébrale sont un ajout récent à l'équipement de protection porté par les skieurs alpins et planchistes amateurs tout comme professionnels. Leur fréquence d'utilisation n'est pas connue à la date de cette publication. Cette étude vise à examiner les attitudes et les recommandations actuelles des entraîneurs canadiens de ski alpin de compétition concernant le port de dispositifs de protection de la colonne vertébrale. MÉTHODOLOGIE: Un échantillon de commodité d'entraîneurs de ski alpin de compétition de partout au Canada a été contacté dans chaque organisme provincial directeur du sport de ski de compétition. Le courriel initial a été suivi par un questionnaire en ligne comportant dix questions. On a eu recours à une analyse statistique descriptive. RÉSULTATS: Un total de 29 entraîneurs canadiens de ski alpin de compétition ont rempli le questionnaire de l'étude. Tous les participants étaient familiers avec les dispositifs de protection de la colonne vertébrale et 51,7 % des répondants ont déclaré qu'ils n'imposent pas activement le port de dispositifs de protection de la colonne vertébrale à leurs skieurs de compétition. 80 % des répondants ont indiqué que leur club canadien de ski de compétition n'avait pas de directives ou de politiques relatives au port de dispositifs de protection de la colonne vertébrale. 86,2 % des répondants ne savaient pas si leur organisme provincial de sport avait une politique concernant leur utilisation. DISCUSSION: La majorité des entraîneurs ont déclaré entraîner des athlètes âgés de 10 à 15 ans, ce qui peut aider à expliquer le faible pourcentage de ceux qui imposaient le port de dispositifs de protection de la colonne vertébrale. Ce groupe d'athlètes ne participe pas nécessairement à des épreuves de vitesse aussi souvent que les athlètes plus âgés, chez qui le port de dispositifs de protection de la colonne vertébrale est plus fréquent. CONCLUSION: La majorité des entraîneurs canadiens de ski alpin se disent convaincus que le port de dispositifs de protection de la colonne vertébrale est important, mais beaucoup moins font respecter leur port, ou font partie d'un milieu qui a une politique obligeant le port. D'autres recherches sont nécessaires pour déterminer les différences dans les convictions et les pratiques.