Redefiniendo la dislexia: explicando la variabilidad
DOI:
https://doi.org/10.24310/espsiescpsi.v4i2.13315Palabras clave:
Dislexia Evolutiva, Déficit Multifactorial, RevisiónResumen
La efervescencia científica que reina en torno a la dislexia evolutiva se explica por el difícil desafío que implica atribuir esta dificultad a una causa simple al tiempo que se observan pacientes disléxicos con múltiples perfiles. En este capítulo, empezamos presentando la hipótesis neurocognitiva principal que persigue explicar la dislexia. Revisaremos la naturaleza multidimensional de la dislexia y discutiremos la necesidad de utilizar un criterio diagnóstico común para mejorar nuestra comprensión de su verdadera naturaleza. Concluiremos con la presentación de un trabajo prometedor que conecta endofenotipos cerebrales y fenotipos conductuales, resaltando la necesidad de un enfoque multifactorial más que monoteórico de la dislexia evolutiva.
Descargas
Métricas
Citas
Ahissar, M (2007). Dyslexia and the anchoring-deficit hypothesis. Trends in Cognitive Science, 11, 458-65. http://dx.doi.org/10.1016/j.tics.2007.08.015
Banai, K., Hornickel, J., Skoe, E., Nicol, T., Zecker, S. & Kraus, N. (2009). Reading and subcortical auditory function. Cerebral Cortex, 19, 2699-707. http:www.//dx.doi.org/10.1093/cercor/bhp024
Banai, K & Ahissar M. (2010). On the importance of anchoring and the consequences of its impairment in dyslexia. Dyslexia, 16, 240-257. http://dx.doi.org/10.1002/dys.407
Bishop, D.V.M. & Snowling, M.J. (2004). Developmental dyslexia and specific language impairment: same or different? Psychological Bulletin, 130, 858-886. http://dx.doi.org/10.1037/0033-2909.130.6.858
Boder, E. (1973). Developmental dyslexia: a diagnostic approach based on three atypical readingspelling pattern. Abstract, Developmental Medical and Child Neurology, 15, 663-687. http://dx.doi.org/10.1111/j.1469-8749.1973.tb05180.x
Bosse, M.L., Tainturier, M.J. & Valdois, S. (2007). Developmental dyslexia: the visual attention span deficit hypothesis. Cognition, 104, 198-230. http://dx.doi.org/10.1016/j.cognition.2006.05.009
Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421. http://dx.doi.org/10.1038/301419a0
Brkanac, Z., Chapman, N.H., Matsushita, M.M., Chun, L., Nielsen, K., Cochrane, E., Berninger, V.W., Wijsman, E.M. & Raskind, W.H. (2007). Evaluation of candidate genes for DYX1 and DYX2 in families with dyslexia. American Journal of Medicine Genetics, Neuropsychiatric Genetics, 144B, 556-560. http://dx.doi.org/10.1002/ajmg.b.30471
Castles, A. & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149-180. http://dx.doi.org/10.1016/0010-0277(93)90003-E
Chapman, N.H., Igo, R.P., Thompson, J.B., Matsushita, M., Brkanac, Z., Holzman, T., Berninger, V.W., Wijsman, E.M. & Raskind, W.H. (2004). Linkage analyses of four regions previously implicated in dyslexia: confirmation of a locus on chromosome 15q. American Journal of Medicine Genetics, 131B, 67-75. http://dx.doi.org/10.1002/ajmg.b.30018
Comptom, D.L., Defries, J.C. & Olson, R.K. (2001). Are RAN- and phonological awareness-deficits additive in children with reading disabilities? Dyslexia, 7, 125-149. http://dx.doi.org/10.1002/dys.198
Demb, J.B., Boynton, G.M. & Heeger, D.J. (1997). Brain activity in visual cortex predicts individual differences in reading performance. Proceedings of the National Academy of Sciences USA, 94, 13363-13366. http://dx.doi.org/10.1073/pnas.94.24.13363
Demb, J.B., Boynton, G.M. & Heeger, D.J. (1998). Functional magnetic resonance imaging of early visual pathways in dyslexia. The Journal of Neuroscience, 18, 6939-6951.
Demonet, J.F., Taylor, M.J. & Chaix, Y. (2004). Developmental dyslexia. Lancet, 363, 1451-1460. http://dx.doi.org/10.1016/S0140-6736(04)16106-0
Doyon, J., Song, A.W., Karni, A., Lalonde, F., Adams, M.M. & Ungerleider, L.G. (2002). Experiencedependent changes in cerebellar contributions to motor sequence learning. Proceedings of the National Academy of Sciences USA, 99, 1017-1022. http://dx.doi.org/10.1073/pnas.022615199
Dufor, O., Serniclaes, W., Sprenger-Charolles, L. & Demonet, J.F. (2007). Top-down processes during auditory phoneme categorization in dyslexia: A PET study. NeuroImage, 34, 1692-1707. http://dx.doi.org/10.1016/j.neuroimage.2006.10.034
Dufor, O. Serniclaes, W. Sprenger-Charolles, L. & Démonet, JF. (2009). Left premotor cortex and allophonic speech perception in dyslexia: a PET study. Neuroimage, 46, 241-8. http://dx.doi.org/10.1016/j.neuroimage.2009.01.035
Eckert, M. (2004). Neuroanatomical markers for dyslexia: A review of dyslexia structural imaging studies. The Neuroscientist, 10, 362-371. http://dx.doi.org/10.1177/1073858404263596
Fawcett, A.J., Nicolson, R. & Dean., P. (1996). Impaired performance of children with dyslexia on a range of cerebellar tasks. Annals of Dyslexia, 46, 259-283. http://dx.doi.org/10.1007/BF02648179
Finch, A.J., Nicolson, R.I. & Fawcett, A.J. (2002). Evidence for a neuroanatomical difference within the olivo-cerebellar pathway of adults with dyslexia. Cortex, 38, 529539. http://dx.doi.org/10.1016/S0010-9452(08)70021-2
Fletcher, J.M., Francis, D.J., Rourke, B.P., Shaywitz, S.E. & Shaywitz, B.A. (1992). The validity of discrepancy-based definitions of reading disabilities. Journal of Learning and Disabilities, 25, 555. http://dx.doi.org/10.1177/002221949202500903
Francks, C., Fisher, S.E., Marlow, A.J., MacPhie, I.L., Taylor, K.E., Richardson, A.J., Stein, J.F. & Monaco, A.P. (2003). Familial and genetic effects on motor coordination, laterality, and reading-related cognition. American Journal of Psychiatry, 160, 1970-1977. http://dx.doi.org/10.1176/appi.ajp.160.11.1970
Galaburda, A.M. & Kemper, T.L. (1979). Cytoarchitectonic abnormalities in developmental dyslexia: A case study. Annal of Neurology, 6, 94-100. http://dx.doi.org/10.1002/ana.410060203
Galaburda, A.M. & Livingstone, M. (1993). Evidence for a magnocellular defect in developmental dyslexia. Annals of the New York Academy of Science, 682, 70-82. http://dx.doi.org/10.1111/j.1749-6632.1993.tb22960.x
Galaburda, A.M., Menard, M.T. & Rosen, G.D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences USA, 91, 8010-8013. http://dx.doi.org/10.1073/ pnas.91.17.8010
Gayan, J. & Olson, R.K. (2003). Genetic and environmental influences on individual differences on printed word recognition. Journal of Experimental Child Psychology, 84, 97-123. http://dx.doi.org/10.1016/S0022-0965(02)00181-9
Giraud, K., Démonet, J.F., Habib, M., Marquis, P., Chauvel, P. & Liegeois-Chauvel, C. (2005). Auditory evoked potential patterns to voiced and voiceless speech sounds in adult developmental dyslexics with persistent deficits. Cerebral Cortex, 15, 1524-1534. http://dx.doi.org/10.1093/cercor/bhi031
Goldberg, T.E. & Weinberger, D.R. (2004). Genes and the parsing of cognitive processes. Trends in Cognitive Sciences, 8, 325-335. http://dx.doi.org/10.1016/j.tics.2004.05.011
Gottesman, L.I. & Gould, T.D. (2003). The endophenotype concept in psychiatry: etymology and strategic intentions. American Journal of Psychiatry, 160, 636-645. http://dx.doi.org/10.1176/appi.ajp.160.4.636
Habib, M. (2000). The neurological basis of developmental dyslexia. An overview and working hypothesis. Brain, 123, 2373-2399. http://dx.doi.org/10.1093/brain/123.12.2373
Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J.L., McMillon, G., Kolchugina, G., Black, J.M., Faizi, A., Deutsch, G.K., Siok, W.T., Reiss, A.L., Whitfield-Gabrieli, S. & Gavrieli, J.D.E. (2007). Functional and morphometric brain dissociation between dyslexia and reading ability. Proceedings of the National Academy of Sciences USA, 104, 4234-4239. http://dx.doi.org/10.1073/pnas.0609399104
Jenner, A.R., Rosen, G.D. & Galaburda, A.M. (1999). Neuronal asymmetries in primary visual cortex of dyslexic and nondyslexic brains. Annals of Neurology, 46, 189-196. http://dx.doi.org/10.1002/1531-8249(199908)46:2<189::AID-ANA8>3.0.CO;2-N
Kaufman, W.E. & Galaburda, A.M. (1989). Cerebrocortical microdysgenesis in neurologically normal subjects: A histopathologic study. Neurology, 39, 238-244.
Lisker, L. & Abramson A.S. (1964). A cross-language study of voicing in initial stops: acoustical measurements. Word, 20, 384-422.
Livingstone, M.S., Rosen, G.D., Drislane, F.W. & Galaburda, A.M. (1991). Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. Proceedings of the National Academy of Sciences USA, 88, 7943-7947. http://dx.doi.org/10.1073/pnas.88.18.7943
Lovegrove, W.J., Bowling, A., Badcock, D. & Blackwood, M. (1980). Specific reading disability: Differences in contrast sensitivity as a function of spatial frequency. Science, 210, 439-440. http://dx.doi.org/10.1126/science.7433985
Lovett, M.W., Steinbach, K.A. & Frijters, J.C. (2000). Remediating the core deficits of developmental reading disability: a double-deficit perspective. Journal of Learning Disabilities, 33, 334-358. http://dx.doi.org/10.1177/002221940003300406
Mugnaini, D., Lassi, S., La Malfa, G. & Albertni, G. (2009). Internalizing correlates of dyslexia. Word Journal of Pediatrics, 5, 255-264. http://dx.doi.org/10.1007/s12519-009-0049-7
Nicolson, R,I, Fawcett, A.J., & Dean, P. (2001). Developmental dyslexia: The cerebellar deficit hypothesis. Trends in Neuroscience, 24, 508-511. http://dx.doi.org/10.1016/S0166-2236(00)01896-8
Nicolson, R.I. & Fawcett, A.J. (2007). Procedural learning difficulties: reuniting the developmental disorders? Trends in Neurosciences, 30, 135-141. http://dx.doi.org/10.1016/j.tins.2007.02.003
Paulesu, E., Démonet, J.F., Fazio, F., McCrozy, E., Chanoine, V., Brunswick, N., Cappa, S.F., Cossu, G., Habib, M., Fritch, C.D. & Frith, U. (2001). Dyslexia: Cultural diversity and biological unity. Science, 16, 2165-2167. http://dx.doi.org/10.1126/science.1057179
Pernet, C., Andersson, J., Paulesu, E. & Démonet, JF. (2009). When all hypotheses are right: a multifocal account of dyslexia. Human Brain Mapping, 30, 2278-92. http://dx.doi.org/10.1002/hbm.20670
Pernet, C.R. & Démonet, J-F (in press). A multifactorial approach to dyslexia. In A. Benasich & R.H. Fitch (Eds.), Developmental Dyslexia: Early Precursors, Neurobehavioral Markers and Biological Substrates. Baltimore, MD: Brookes Publishing Co.
Pernet, C.R., Poline, JB., Démonet, JF. & Rousselet, G.A. (2009). Brain classification reveals the right cerebellum as the best biomarker of dyslexia. BMC Neuroscience, 10, 67. http://dx.doi.org/10.1186/1471-2202-10-67
Peyrin, C., Démonet, J.F., Baciu, M., Le Bas, JF & Valdois, S. (in press). Superior parietal lobe dysfunction in a homogeneous group of dyslexic children with a single visual attention span disorder. Brain & Language. http://dx.doi.org/10.1016/j.bandl.2010.06.005
Pugh, K.R., Mencl, W.E., Jenner, A.R., Katz, L., Frost, S.J., Lee, J.R., Shawitz, S.E. & Shawititz, B.A. (2000). Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Developmental Disability Research Review, 6, 207-213. http://dx.doi.org/10.1002/1098-2779(2000)6:3<207::AID-MRDD8>3.0.CO;2-P
Ramus, F., Rosen, S., Dakinm S,C, Day, B.L., Castellote, J.M., White, S. & Frith, U. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain 126, 841-865. http://dx.doi.org/10.1093/brain/awg076
Ramus, F. (2004). Neurobiology of dyslexia: A reinterpretation of the data. Trends in Neurosciences, 27, 720-726. http://dx.doi.org/10.1016/j.tins.2004.10.004
Ramus, F. & Szenkovits, G. (2008). What phonological deficit? Quarterly Journal of Experimental Psychology, 61, 129-141. http://dx.doi.org/10.1080/17470210701508822
Raskind, W.H., Igo, R.Jr., Chapman, N.H., Berninger, V.W., Matsushita, M., Brkanac, Z., Holzman, T., Brown, M., Thomson, J. & Wijsman, E.M. (2005). A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiency. Molecular Psychiatry, 10, 699-711.http://dx.doi.org/10.1038/sj.mp.4001657
Ruff, S., Cardebat, D., Marie, N. & Démonet, J.F. (2002). Enhanced response of the left frontal cortex to slowed down speech in dyslexia: An fMRI study. Neuroreport, 13, 1285-1289. http://dx.doi.org/10.1097/00001756-200207190-00014
Serniclaes, W., Sprenger-Charolles, L., Carre, R. & Démonet, J.F. (2001). Perceptual discrimination of speech sounds in developmental dyslexia. Journal of Speech, Language and Hearing Research, 44, 384-399. http://dx.doi.org/10.1044/1092-4388(2001/032)
Shaywitz, S.E. & Shaywitz, B.A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57, 1301-0309. http://dx.doi.org/10.1016/j.biopsych.2005.01.043
Siegel, L.S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning and Disabilities, 25, 618-629. http://dx.doi.org/10.1177/002221949202501001
Siegel, L.S. (2006). Perspective on dyslexia. Paediatrics and Child Health, 11, 581-587.
Skotun, B.C. (2000). The magnocellular deficit theory of dyslexia: evidence from contrast sensitivity. Vision Research, 40, 111-127. http://dx.doi.org/10.1016/S0042-6989(99)00170-4
Song, J., Banai, K., Russo, N. & Kraus, N. (2006). On the relationship between speech- and nonspeech evoked brainstem responses. Audiology and Neurotology, 11, 233-241. http://dx.doi.org/10.1159/000093058
Stein, J.F. (2001). The magnocellular theory of developmental dyslexia. Dyslexia, 7, 12-36. http://dx.doi.org/10.1002/dys.186
Stein, J.F. & Walsh, V. (1997). To see but not to read: The magnocellular theory of dyslexia. Trends in Neuroscience, 20, 147-151. http://dx.doi.org/10.1016/S0166-2236(96)01005-3
Stoodley, C.J. & Schmahmann, J.D. (2009). Functional topography in the human cerebellum: A meta-analysis of neuroimaging studies. NeuroImage, 44, 489-501. http://dx.doi.org/10.1016/j.neuroimage.2008.08.039
Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews Neuroscience, 5, 721-728. http://dx.doi.org/10.1038/nrn1499
Tallal, P., Stark, R.E. & Mellits, E.D. (1985). Identification of language impaired children on the basis of rapid perception and production skills. Brain and Language, 25, 314-322. http://dx.doi.org/10.1016/0093-934X(85)90087-2
Valdois, S., Bosse, M.L., Ans B., Zorman, M., Carbonnel, S., David, D. & Pellat, J. (2003). Phonological and visual processing deficits are dissociated in developmental dyslexia: Evidence from two case studies. Reading and Writing, 16, 543-572. http://dx.doi.org/10.1023/A:1025501406971
Wolf, M. & Bowers, P.G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438. http://dx.doi.org/10.1037/0022-0663.91.3.415
Wolf, M. & Bowers, P.G. (2000). Naming speed processes and developmental reading disabilities: an introduction to the special issue on the double-deficit hypothesis. Journal of Learning Disabilities, 33, 322-324. http://dx.doi.org/10.1177/002221940003300404
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Todos los contenidos publicados en Escritos de Psicología están sujetos a la licencia Creative Commons Reconocimento-NoComercia-Compartirigual 4.0 cuyo texto completo puede consultar en <http://creativecommons.org/licenses/by-nc-sa/4.0>
Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
- Se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra).
- No se usen para fines comerciales.
- Se mencione la existencia y especificaciones de esta licencia de uso.
Los derechos de autor son de dos clases: morales y patrimoniales. Los derechos morales son prerrogativas perpetuas, irrenunciables, intransferibles, inalienables, inembargables e imprescriptibles. De acuerdo con la legislación de derechos de autor, Escritos de Psicología reconoce y respeta el derecho moral de los autores/as, así como la titularidad del derecho patrimonial. Los derechos patrimoniales, se refieren a los beneficios que se obtienen por el uso o divulgación de las obras. Escritos de Psicología se publica en open access y queda autorizada en exclusiva para realizar u autorizar por cualquier medio el uso, distribución, divulgación, reproducción, adaptación, traducción o transformación de la obra.
Es responsabilidad de los autores/as obtener los permisos necesarios de las imágenes que están sujetas a derechos de autor.
10.png)
ESCRITOS DE PSICOLOGÍA por 