A transdiagnostic approach to neurodiversity in a representative population sample: The N+ 4 model.

Background: The concept of neurodiversity draws upon scientific research, and lessons from practice and lived experience to suggest new ways of thinking about neurodevelopmental conditions. Among the formative observations are that characteristics associated with neurodevelopmental conditions are part of a "broader phenotype" of variation across the whole population, and that there appear to be "transdiagnostic" similarities as well as differences in these characteristics. These observations raise important questions that have implications for understanding diversity in neurodevelopmental conditions and in neurocognitive phenotypes across the whole population.

Is recursive "mindreading" really an exception to limitations on recursive thinking?

The ability to mindread recursively-for example, by thinking what person 1 thinks person 2 thinks person 3 thinks-is a prime example of recursive thinking in which one process, representation, or idea becomes embedded within a similar one. It has also been suggested that mindreading is an exceptional example, with five recursive steps commonly observed for mindreading, in comparison with just one or two in other domains. However, conceptual analysis of existing recursive mindreading tasks suggests that conclusions about exceptional mindreading are insecure.

Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education.

We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point.

Reading fiction and reading minds in early adolescence: A longitudinal study.

Reading fiction is argued to have benefits for our understanding of others' thoughts, feelings and desires, referred to as 'theory of mind'(ToM). We aimed to test this assumption by examining whether children's reading experience is longitudinally associated with later ToM. We examined reading experience and ToM in 236 children between the ages of 11-13 years.

Enhanced semantic involvement during word recognition in children with dyslexia.

We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a picture-word priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school.

Response to Intervention as a Predictor of Long-Term Reading Outcomes in Children with Dyslexia.

The goal of this study was to investigate how growth during a phonics-based intervention, as well as reading levels at baseline testing, predicted long-term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50-week phonics-based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns) reading efficiency and compared to 93 typical readers. In grade 5 the children with dyslexia were still significantly slower in word and pseudoword reading than their typically developing peers.