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  Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia

Liebig, J., Friederici, A. D., Neef, N., & LEGASCREEN Consortium (2020). Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Developmental Cognitive Neuroscience, 100869. doi:10.1016/j.dcn.2020.100869.

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Item Permalink: http://hdl.handle.net/21.11116/0000-0007-2DA3-F Version Permalink: http://hdl.handle.net/21.11116/0000-0007-2DA4-E
Genre: Journal Article

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 Creators:
Liebig, Johanna1, Author              
Friederici, Angela D.1, Author              
Neef, Nicole1, 2, 3, Author              
LEGASCREEN Consortium, Author              
Affiliations:
1Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              
2Department of Clinical Neurophysiology, University Medical Center, Göttingen, Germany, ou_persistent22              
3Department of Diagnostic and Interventional Neuroradiology, University Medical Center, Göttingen, Germany, ou_persistent22              

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Free keywords: Reading; Spelling; Auditory brainstem responses; KIAA0319; DCDC2; Longitudinal
 Abstract: Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.

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Language(s): eng - English
 Dates: 2020-09-072019-03-052020-09-202020-10-07
 Publication Status: Published online
 Pages: -
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 Table of Contents: -
 Rev. Type: -
 Identifiers: DOI: 10.1016/j.dcn.2020.100869
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Title: Developmental Cognitive Neuroscience
Source Genre: Journal
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Publ. Info: Amsterdam : Elsevier
Pages: - Volume / Issue: - Sequence Number: 100869 Start / End Page: - Identifier: ISSN: 1878-9293
CoNE: https://pure.mpg.de/cone/journals/resource/1878-9293