A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective.

The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers.

The contributions of decoding skill and lexical knowledge to the development of irregular word reading.

Two recent computational models of reading development propose that irregular words are read using a combination of decoding and lexical knowledge but differ in assumptions about how these sources of information interact and about the relative importance of different aspects of lexical knowledge. We report developmental data that help to adjudicate these differences. Study 1 adopted a correlational approach to investigate the item-level relations between the ability to read a word aloud, general decoding ability, and knowledge of the word's phonological form (lexical phonology) or meaning (lexical semantics).

Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review.

Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A systematic review was carried out to examine the ability of DA to classify children with or at risk of RD.

Paediatric narcolepsy: a review of diagnosis and management.

Narcolepsy is a chronic disabling neurological sleep disorder that requires lifelong treatment. We have outlined the clinical features of narcolepsy, the assessment and diagnosis process and have summarised the existing treatment options for children and adolescents with narcolepsy. In the future, the approach to management of paediatric narcolepsy should ideally be in a multidisciplinary setting, involving specialists in sleep medicine, sleep physiology, neurologists and psychologists/psychiatrists.

Evidence of objective sleep impairment in nonepileptic attack disorder: A naturalistic prospective controlled study using actigraphy and daily sleep diaries over six nights.

Poor sleep is reported by many with nonepileptic attack disorder (NEAD) with correlations evident between self-reported sleep quality and mood and functional impairment. However, it is contended that self-reported sleep impairment in NEAD is a subjective phenomenon, which represents a general tendency to over-report symptoms or misinterpret bodily states in those with NEAD. The present study was therefore designed to investigate the extent of subjective and objective sleep impairments in those with NEAD.

Stemless Total Shoulder Arthroplasty With Orthobiologic Augmentation.

Total shoulder arthroplasty (TSA) has evolved over the years and is used for a variety of indications, with arthritis being the most common. Stemless TSA is a unique bone-preserving design that can eliminate rotational malalignment. Additionally, recent literature has found utility in the use of biological mesh and a platelet-rich plasma injection to improve healing.

Mini-Open Achilles Repair With a Flat Braided Suture in a Low-Profile Configuration.

Achilles repair has evolved over the past 30 years, from large open procedures with high complication rates to shorter, less-invasive procedures with better outcomes. Percutaneous repair has comparable failure rates with open repairs, fewer complications, and faster recovery. However, percutaneous Achilles repairs risk sural nerve injury.

Microalgae-blend tilapia feed eliminates fishmeal and fish oil, improves growth, and is cost viable.

Aquafeed manufacturers have reduced, but not fully eliminated, fishmeal and fish oil and are seeking cost competitive replacements. We combined two commercially available microalgae, to produce a high-performing fish-free feed for Nile tilapia (Oreochromis niloticus)-the world's second largest group of farmed fish. We substituted protein-rich defatted biomass of Nannochloropsis oculata (leftover after oil extraction for nutraceuticals) for fishmeal and whole cells of docosahexaenoic acid (DHA)-rich Schizochytrium sp.

Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension.

Background: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills.

Methods: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29).

Results: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.

Impact of surgery timing for craniosynostosis on neurodevelopmental outcomes: a systematic review.

Objective: There are currently no guidelines for the optimum age for surgical treatment of craniosynostosis. This systematic review summarizes and assesses evidence on whether there is an optimal age for surgery in terms of neurodevelopmental outcomes.

Methods: The databases MEDLINE, PsycINFO, CINAHL, Embase + Embase Classic, and Web of Science were searched between October and November 2016 and searches were repeated in July 2017.

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder.

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks.

Synthesis and Characterization of -Dichlorotetrakis(imidazole)cobalt(III) Chloride: A New Cobalt(III) Coordination Complex with Potential Prodrug Properties.

Numerous therapies for the treatment of cancer have been explored with increasing evidence that the use of metal-containing compounds could prove advantageous as anticancer therapeutics. Previous works on Ru(III) complexes suggest that structurally similar Co(III) complexes may provide good alternative, low-cost, effective prodrugs. Herein, a new complex, -[Co(imidazole)Cl]Cl (), has been synthesized in high yields utilizing ligand exchange under refluxing conditions.

Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia.

Speech perception deficits are commonly reported in dyslexia but longitudinal evidence that poor speech perception compromises learning to read is scant. We assessed the hypothesis that phonological skills, specifically phoneme awareness and RAN, mediate the relationship between speech perception and reading. We assessed longitudinal predictive relationships between categorical speech perception, phoneme awareness, RAN, language, attention and reading at ages 5½ and 6½ years in 237 children many of whom were at high risk of reading difficulties.

A systematic review of cognitive function and psychosocial well-being in school-age children with narcolepsy.

In August 2010, concerns were raised about an increase in the incidence rate of narcolepsy diagnosis in children and adolescents. Narcolepsy is a chronic neurological sleep disorder characterised by excessive daytime sleepiness and attacks of muscle weakness which are often precipitated by strong emotions, known as cataplexy. We systematically examined and updated the scientific literature on the consequences of narcolepsy on cognitive function and psychosocial well-being in school-age children.

Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?

The 'automatic letter-sound integration hypothesis' (Blomert, ) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of chronological-age-matched (CA; N = 17) and reading-age-matched controls (RA; N = 17) aged 7-13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline).

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments.

Background: Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI.

Methods: We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01).

The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.

The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry.

The development of executive function and language skills in the early school years.

Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills.

Developmental dyslexia: predicting individual risk.

Background: Causal theories of dyslexia suggest that it is a heritable disorder, which is the outcome of multiple risk factors. However, whether early screening for dyslexia is viable is not yet known.

Methods: The study followed children at high risk of dyslexia from preschool through the early primary years assessing them from age 3 years and 6 months (T1) at approximately annual intervals on tasks tapping cognitive, language, and executive-motor skills.

Am I dyslexic? Parental self-report of literacy difficulties.

In the absence of criteria for the diagnosis of dyslexia, considerable weight is given to self-report, in particular in studies of children at family risk of dyslexia. The present paper uses secondary data from a previous study to compare parents who self-report as dyslexic and those who do not, in relation to objectively determined levels of ability. In general, adults are more likely to self-report as 'dyslexic' if they have poorer reading and spelling skills and also if there is a discrepancy between IQ and measured literacy.

Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge.

This study examined the effect of word level phonological knowledge on learning to read new words in Down syndrome compared to typical development. Children were taught to read 12 nonwords, 6 of which were pre-trained on their phonology. The 16 individuals with Down syndrome aged 8-17 years were compared first to a group of 30 typically developing children aged 5-7 years matched for word reading and then to a subgroup of these children matched for decoding.

Comorbidities in preschool children at family risk of dyslexia.

Background: Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children's outcomes.

Method: The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3½ and 4½ years.

Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment.

Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years.

Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.

Results: Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology.

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome.

Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability.

The growth of reading skills in children with Down Syndrome.

There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing (TD) control children with similar initial levels of reading skill. Phoneme awareness and vocabulary were strong concurrent predictors of initial levels of reading skill in both groups.