Talk:Genetic research into dyslexia
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[edit]Quite apart from being inappropriate style, the following two sections are just abstracts lifted verbatim from the cited journals. Gordonofcartoon (talk) 02:39, 6 July 2009 (UTC)
A unifying theoretical framework of three working memory components provides a systems perspective for discussing past and new findings in a 12-year research program that point to heterogeneity in the genetic and brain basis and behavioral expression of dyslexia: (a) codes for word-form storage and processing, (b) time-sensitive phonological and orthographic loops for maintaining information in working memory or outputting it, and (c) executive functions for language (e.g., rapid automatic switching of attention). Results, which span the genetic to neurological to behavioral levels of analysis, point to possible impairment in any one or combination of these working memory components in individuals with dyslexia. A DNA variation on chromosome 15 may be linked with the phonological word-form in the first working-memory component. A DNA variation on chromosome 6 may be linked with slow rapid automatic switching, inattention ratings, and impaired goal-directed activity ratings in the third working-memory component. Brain and behavioral findings support (a) Triple Word Form Theory: phonological, orthographic, and morphological word-forms and their parts contribute to learning to read and spell words; and (b) Cross-Word Form Mapping: in the process of learning to read and spell words children compute the inter-relationships among the three word-forms and their parts. However, children with dyslexia may require more focus on the morphological word-form and its parts and their relationships with the other two word-forms and their parts than do normal readers. Also, children with dyslexia have unusual difficulties in sustaining phonological loop function in working memory over time; their impaired orthographic loop function may interfere with learning to write alphabet letters and spell, which may be as impaired as word decoding and reading. Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language.[1]
The science of reading and developmental dyslexia has experienced spectacular advances during the last few years. The holistic phenomenon of reading is complex. Many lower-level psychological processes (e.g., phonemic awareness, phonological decoding, ability to process stimuli rapidly and automatize this process, memory, ability to recognize words) contribute to a single act of reading. Conceptualizing the complex process of reading through its partly overlapping but partly independent components--which contribute to, but do not fully explain, the holistic process of reading--provides an excellent model for understanding complex hierarchies of higher mental functions. Although no unified brain map of reading has been developed, some specific areas of the brain have been implicated in different reading-related cognitive processes by different laboratories and on different samples. The comorbidity of developmental dyslexia with both internalizing and externalizing behavioral disturbances, as well as with other learning disabilities, underscores the need for wide-ranging cognitive and behavioral approaches in the remediation programs offered to dyslexic children.[2]
External links
[edit]For discussion: on what basis are these papers selected? By what criterion are they "key research papers"? The Dyslexia and Genetic Research Paper Collection appears to be user-selected: smells of original research. Gordonofcartoon (talk) 14:02, 8 November 2009 (UTC)
- Research paper collections
- More key research papers
- A genome scan for developmental dyslexia confirms linkage to chromosome 2p11 and suggests a new locus on 7q32 -- Kaminen et al
- Genetics of dyslexia: the evolving landscape : A Review
- Genes, language development, and language disorders
- A genome scan for developmental dyslexia confirms linkage to chromosome 2p11 and suggests a new locus on 7q32
- ^
Berninger, VW (2008). "A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instruction". Dev Neuropsychol. 2008;33(6):707-44. 33 (6): 707–44. Retrieved 2009-05-18.
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Grigorenko, E L. (2001-01). "Developmental dyslexia: an update on genes, brains, and environments". Journal of Child Psychology and Psychiatry and allied disciplines. 42 (1): 91–125. PMID 11205626. Retrieved 2009-05-27.
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I would suggest you do your own research visit PubMed and create your own research paper collections regarding dyslexia. Most of the research papers in my Research papers collections are research Review papers. There are there for other editors to use to discover the current dyslexia research which appears to be decades of the general understanding of Dyslexia promoted by the dyslexia industry. to see all my PubMed research paper collections visit user:dolfrog or if you are really interested you can see all of my research collections via my Delicious online bookmark account you can then start to do your own informed editing of the Wikipedia Dyslexia articles. Have fun I have more important things to do regarding the voluntary organisation i help run APDUK. dolfrog (talk) 02:08, 10 November 2009 (UTC)
- The point is that you made the selection of which papers to include in the list: you chose which ones to call "key". That's original research, since it's not based on a reliable, previously published selection of which papers to include. Gordonofcartoon (talk) 16:54, 10 November 2009 (UTC)