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

The high occurrence of social content in children's fiction may provide opportunities for practicing and refining emerging understanding others' thoughts, feelings, desires, referred to as "theory mind" (ToM). aim the present study was test this potential developmental benefit by longitudinally examining ToM development middle childhood adolescence, well associations between reading experience ToM. Reading were assessed 234 children at five time points ages 12.5 16 (56% girls). Of sample,...

This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed sequential versus spatial implicit learning overnight consolidation, it examined whether related to (pseudo)word reading development Grades 5 6. The results showed that sequential, but not spatial, predicted growth skills without dyslexia. Sequential was also pseudoword during an intervention dyslexia, retrospectively. Furthermore, had longer reaction times general...

Purpose We investigated the roles of leisure reading and word ability in vocabulary comprehension development 598 adolescents at ages 10, 11, 12 (285 girls, 313 boys).Method Structural equation modeling was used to test whether associated with comprehension: a) directly; b) indirectly via reading; or c) both.Results found both direct indirect effects on vocabulary: directly predicted outcomes, also amount reading, which turn vocabulary. For we observed but not reading. As expected, outcomes...

Reading fiction is argued to have benefits for our understanding of others' thoughts, feelings and desires, referred as 'theory mind'(ToM). We aimed test this assumption by examining whether children's reading experience longitudinally associated with later ToM. examined ToM in 236 children between the ages 11-13 years. Participants were asked report on their time spent both non-fiction at 11 13, was measured age 13. Verbal ability, comprehension, motivation included control variables all...

The aim of this study was to examine the influence phonotactic probability (PP) and neighbourhood density (ND) on pseudoword learning in 17 Dutch-speaking typically developing children (mean age 7;2). They were familiarized with 16 one-syllable pseudowords varying PP (high vs low) ND via a storytelling procedure. participants tested their production comprehension three testing sessions: immediately after training, consolidation period without further training one week retention during which...

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

Abstract We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during transition from primary (elementary) to secondary (high) school. Children ( N = 279, 163 girls) completed assessments of everyday curriculum‐related (non)word reading, comprehension at five timepoints age 10 13. Piecewise linear mixed‐effects models showed significant growth vocabulary word every time point. Curriculum school year, but not summer holidays. There were...

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

Although dyslexia is characterized by a deficit in phonological representations, the nature of this debated. Previously, it was shown that adults with respond differently to online manipulations auditory feedback. In present study, we found individual differences reading and reading-related skills within group 30 children (10–13 years old) were associated response altered The fractional anisotropy arcuate fasciculus/superior longitudinal fasciculus not directly related This study...

Neurodevelopmental conditions show considerable phenotypic variability, and high rates of co-diagnosis. 995 adults from the UK completed self-report broader phenotype measures for six neurodevelopmental conditions. We found that a single “N-factor” accounted most overall variance on all measures, whilst four further factors additional unique in traits associated with autism, ADHD, cortical hyperexcitability, dyslexia/DCD.This N+4 factor structure suggests scales measure both general...