Deficit in phonological processes: a characteristic of the neuropsychological profile of children with NF1

References

• Albaret, J. M., & Rohrbach, M. (1991). Etalonnage 6-17 ans du test des formes identiques de Thurstone. European Review of Applied Psychology, 41, 169–172.
   Google Scholar
• Arnold, S. S., Barton, B., McArthur, G., North, K. N., & Payne, J. M. (2016). Phonics training improves reading in children with neurofibromatosis type 1: A prospective intervention trial. The Journal of Pediatrics, 177, 219–226. doi:10.1016/j.jpeds.2016.06.037
   PubMed Web of Science ®Google Scholar
• Barquero, L. A., Sefcik, A. M., Cutting, L. E., & Rimrodt, S. L. (2015). Teaching reading to children with neurofibromatosis type 1: A clinical trial with random assignment to different approaches. Developmental Medicine and Child Neurology, 57, 1150–1158. doi:10.1111/dmcn.12769
   PubMed Web of Science ®Google Scholar
• Behrman, J. R., & Taubman, P. (1986). Birth order, schooling and earnings. Journal of Labor Economics, 4, 121–145. doi:10.1086/298124
   PubMed Web of Science ®Google Scholar
• Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198–230. doi:10.1016/j.cognition.2006.05.009
   PubMed Web of Science ®Google Scholar
• MHS staff; Conners, C. K. (2000). Conners’ continuous performance test II (CPT II). Toronto: MHS.
   Google Scholar
• Cutting, L. E., Clements, A. M., Lightman, A. D., Yerby-Hammack, P. D., & Denckla, M. B. (2004). Cognitive profile of neurofibromatosis type 1: Rethinking nonverbal learning disabilities. Learning Disabilities Research & Practice, 19, 155–165.
   Google Scholar
• Cutting, L. E., Koth, C. W., & Denckla, M. B. (2000). How children with neurofibromatosis type 1 differ from ‘typical’ learning disabled clinic attenders: Nonverbal learning disabilities revisited. Developmental Neuropsychology, 17, 29–47. doi:10.1207/S15326942DN1701_02
   PubMed Web of Science ®Google Scholar
• Cutting, L. E., & Levine, T. M. (2010). Cognitive profile of children with neurofibromatosis and reading disabilities. Child Neuropsychology, 16, 417–432. doi:10.1080/09297041003761985
   PubMed Web of Science ®Google Scholar
• Démonet, J. F., Taylor, M. J., & Chaix, Y. (2004). Developmental dyslexia. Lancet, 363, 1451–1460. doi:10.1016/S0140-6736(04)16106-0
   PubMed Web of Science ®Google Scholar
• Denckla, M. B. (1996). Neurofibromatosis type 1: A model for the pathogenesis of reading disability. Mental Retardation and Developmental Disabilities Research Review, 2, 48–53. doi:10.1002/(SICI)1098-2779(1996)2:1<48::AID-MRDD8>3.0.CO;2-T
   Google Scholar
• Diggs-Andrews, K. A., Brown, J. A., Gianino, S. M., Rubin, J. B., Wozniak, D. F., & Gutmann, D. H. (2014). Sex is a major determinant of neuronal dysfunction in neurofibromatosis type 1. Annals Neurology, 75, 309–316. doi:10.1002/ana.24093
   PubMed Web of Science ®Google Scholar
• Dunn, L. M., Theriault-Whalen, C. M., & Dunn, L. M. (1993). Echelle de vocabulaire en images Peabody (EVIP). Toronto: PSYCAN.
   Google Scholar
• Ehri, L., Nunes, S., Willows, D., Schuster, B., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287. Retrieved from doi:10.1598/RRQ.36.3.2
   Web of Science ®Google Scholar
• Eliason, M. J. (1986). Neurofibromatosis: Implications for learning and behavior. Journal of Developmental and Behavioral Pediatrics, 7, 175–179. doi:10.1097/00004703-198606000-00009
   PubMed Web of Science ®Google Scholar
• Evans, D. G., Howard, E., Giblin, C., Clancy, T., Spencer, H., Huson, S. M., & Lalloo, F. (2010). Birth incidence and prevalence of tumor-prone syndromes: Estimates from a UK family genetic register service. American Journal of Medical Genetics, 152(A), 327–332. doi:10.1002/ajmg.a.33139
   Web of Science ®Google Scholar
• Facoetti, A., Lorusso, M. L., Paganoni, P., Umiltà, C., & Mascetti, G. G. (2003). The role of visuospatial attention in developmental dyslexia: Evidence from a rehabilitation study. Brain Research, 15, 154–164.
   Web of Science ®Google Scholar
• Fluss, J., Ziegler, J. C., Warszawski, B., Ducot, B., Richard, G., & Billard, C. (2009). Poor reading in French elementary school: The interplay of cognitive, behavioral, and socioeconomic factors. Journal of Developmental and Behavioral Pediatrics, 30, 206–216. doi:10.1097/DBP.0b013e3181a7ed6c
   PubMed Web of Science ®Google Scholar
• Hachon, C., Iannuzzi, S., & Chaix, Y. (2011). Behavioural and cognitive phenotypes in children with neurofibromatosis type 1(NF1): The link with the neurobiological level. Brain Development, 33, 52–61. doi:10.1016/j.braindev.2009.12.008
   PubMed Web of Science ®Google Scholar
• Hirbe, A. C., & Gutmann, D. H. (2014). Neurofibromatosis type 1: A multidisciplinary approach to care. Lancet Neurology, 13, 834–843. doi:10.1016/S1474-4422(14)70063-8
   PubMed Web of Science ®Google Scholar
• Hyman, S. L., Arthur Shores, E., & North, K. N. (2006). Learning disabilities in children with neurofibromatosis type 1: Subtypes, cognitive profile, and attention-deficit-hyperactivity disorder. Developmental Medicine and Child Neurology, 48, 973–977. doi:10.1017/S0012162206002131
   PubMed Web of Science ®Google Scholar
• Hyman, S. L., Shores, A., & North, K. N. (2005). The nature and frequency of cognitive deficits in children with neurofibromatosis type 1. Neurology, 65, 1037–1044. doi:10.1212/01.wnl.0000179303.72345.ce
   PubMed Web of Science ®Google Scholar
• Jacquier-Roux, M., Valdois, S., Zorman, M., Lequette, C., & Pouget, G. (2005). ODEDYS-2, outils de dépistage des dyslexies. Grenoble: Laboratoire Cogni-sciences.
   Google Scholar
• Kessler, D. (1991). Birth order, family size and achievement: Family structure and wage determination. Journal of Labor Economics, 9, 413–426. doi:10.1086/298275
   PubMed Web of Science ®Google Scholar
• Koth, C. W., Cutting, L. E., & Denckla, M. B. (2000). The association of neurofibromatosis type 1 and attention deficit hyperactivity disorder. Child Neuropsychology, 6(3), 185–194. doi:10.1076/chin.6.3.185.3155
   PubMed Web of Science ®Google Scholar
• Lefavrais, P. (2005). Test de l’Alouette, version révisée. Paris: ECPA.
   Google Scholar
• Lehtonen, A., Howie, E., Trump, D., & Huson, S. M. (2013). Behaviour in children with neurofibromatosis type 1: Cognition, executive function, attention, emotion, and social competence. Developmental Medicine and Child Neurology, 55, 111–125. doi:10.1111/j.1469-8749.2012.04399.x
   PubMed Web of Science ®Google Scholar
• Levine, T. M., Materek, A., Abel, J., O’Donnell, M., & Cutting, L. E. (2006). Cognitive profile of neurofibromatosis type 1. Seminars in Pediatric Neurology, 13, 6–20. doi:10.1016/j.spen.2006.01.006
   Google Scholar
• Lindgren, S. D., & Benton, A. L. (1980). Developmental patterns of visuospatial judgment. Journal of Pediatric Psychology, 5, 217–225. doi:10.1093/jpepsy/5.2.217
   PubMedGoogle Scholar
• Lobrot, M. (1973). ORLEC. Paris: ESF.
   Google Scholar
• Lorenzo, J., Barton, B., Acosta, M. T., & North, K. (2011). Mental, motor, and language development of toddlers with neurofibromatosis type 1. Journal of Pediatrics, 158, 660–665. doi:10.1016/j.jpeds.2010.10.001
   PubMed Web of Science ®Google Scholar
• Mazzocco, M. M. M., Turner, J. E., Denckla, M. B., Hofman, K. J., Scanlon, D. C., & Vellutino, F. R. (1995). Language and reading deficits associated with neurofibromatosis type 1: Evidence for a not-so-nonverbal learning disability. Developmental Neuropsychology, 11, 503–522. doi:10.1080/87565649509540634
   Web of Science ®Google Scholar
• Navas, A. L., Ferraz, C., & Borges, J. P. (2014). Phonological processing deficits as a universal model for dyslexia: Evidence from different orthographies. CoDAS, 26(6), 509–519; Epub December 00, 2014. doi:10.1590/2317-1782/20142014135
   PubMedGoogle Scholar
• Neurofibromatosis Conference statement. (1988). National Institutes of Health Consensus Development Conference. Archives Neurology, 45, 575–578.
   PubMedGoogle Scholar
• North, K. (2000). Neurofibromatosis type 1. American Journal of Medical Genetics, 97(2), 119–127. doi:10.1002/(ISSN)1096-8628
   PubMed Web of Science ®Google Scholar
• North, K., Hyman, S., & Barton, B. (2002). Cognitive deficits in neurofibromatosis 1. Journal of Child Neurology, 17(8), 605–612. doi:10.1177/088307380201700811
   PubMed Web of Science ®Google Scholar
• Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. Lancet, 379, 1997–2007. doi:10.1016/S0140-6736(12)60198-6
   PubMed Web of Science ®Google Scholar
• Ramus, F. (2001). Dyslexia. Talk of two theories. Nature, 412, 393–395. doi:10.1038/35086683
   PubMed Web of Science ®Google Scholar
• Ramus, F. (2014). Neuroimaging sheds new light on the phonological deficit in dyslexia. Trends in Cognitive Sciences, 18(6), 274–275. doi:10.1016/j.tics.2014.01.009
   PubMed Web of Science ®Google Scholar
• Schrimsher, G. W., Billingsley, R. L., Slopis, J. M., & Moore, B. D., 3rd. (2003). Visual-spatial performance deficits in children with neurofibromatosis type-1. American Journal of Medical Genetics, 120A, 326–330.
   PubMed Web of Science ®Google Scholar
• Shilyansky, C., Karlsgodt, K. H., Cummings, D. M., Sidiropoulou, K., Hardt, M., James, A. S., … Silva, A. J. (2010). Neurofibromin regulates corticostriatal inhibitory networks during working memory performance. Proceedings of the National Academy of Sciences of the United States of America, 107, 13141–13146. doi:10.1073/pnas.1004829107
   PubMed Web of Science ®Google Scholar
• Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469–518. doi:10.3102/00028312039002469
   Web of Science ®Google Scholar
• Tomul, E., & Savasci, H. S. (2012). Socioeconomic determinants of academic achievement. Educational Assessment, Evaluation and Accountability, 24, 175–187. doi:10.1007/s11092-012-9149-3
   Web of Science ®Google Scholar
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40. doi:10.1046/j.0021-9630.2003.00305.x
   PubMed Web of Science ®Google Scholar
• Watt, S. E., Shores, A., & North, K. N. (2008). An examination of lexical and sublexical reading skills in children with neurofibromatosis type 1. Child Neuropsychology, 14, 401–418. doi:10.1080/09297040701595505
   PubMed Web of Science ®Google Scholar
• Wechsler, D. (2005). WISC-IV. Echelle d’intelligence de Wechsler pour enfants-Quatrième édition. Paris: ECPA.
   Google Scholar