The application of diagnostic methods for disturbance of reading and writing in Russian population studies

Dyslexia (disturbance of reading) and dysgraphia (disturbance of writing) are a common problem of teaching children in secondary schools. Information on the prevalence of these conditions is ambiguous, the data presented in the Russian speech therapy literature differ from the results of a few foreign works, and therefore population studies are becoming particularly relevant. The review of the domestic methodological base with the prospect of application in population research and international approaches to population screening are presented.

1. Lyon GR, Shaywitz SE, Shaywitz BA. A definition of dyslexia. Ann Dyslexia. 2003;53:1–14.

2. International Statistical Classification of Diseases and Related Health Problems 10th Revision. Available online: icd.who.int/browse10/2019/en. Accessed on December 13, 2023.

3. Peterson RL, Pennington BF. Developmental dyslexia. Lancet. 2012;379(9830):1997–2007. doi: https://doi.org/10.1016/S0140-6736(12)60198-6

4. Hulme C, Snowling MJ. Reading disorders and dyslexia. Curr Opin Pediatr. 2016;28(6):731–735. doi: https://doi.org/10.1097/MOP.0000000000000411

5. Nation K, Cocksey J, Taylor JSH, Bishop DVM. A longitudinal investigation of early reading and language skills in children with poor reading comprehension. J Child Psychol Psychiatry. 2010;51(9):1031–1039. doi: https://doi.org/10.1111/j.1469-7610.2010.02254.x

6. Logopediya: Textbook for students of defectology faculties of pedagogical universities. Volkova LS, Shakhovskaya SN, eds. Moscow: Humanitarian Publishing Center VLADOS; 1998. 680 p. (In Russ).]

7. Döhla D, Heim S. Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other? Front Psychol. 2016;6:2045. doi: https://doi.org/10.3389/fpsyg.2015.02045

8. Pennington BF, Bishop DV. Relations among speech, language, and reading disorders. Ann Rev Psychol. 2009;60:282–306. doi: https://doi.org/10.1146/annurev.psych.60.110707.163548

9. Nash HM, Hulme C, Gooch D, Snowling MJ. Preschool language profiles of children at family risk of dyslexia: continuities with SLI. J Child Psychol Psychiatry. 2013;54(9):958–968. doi: https://doi.org/10.1111/jcpp.12091

10. Hulme C, Nash HM, Gooch DC, et al. The foundations of literacy development in children at family risk of dyslexia. Psychol Sci. 2015;26(12):1877–1886. doi: https://doi.org/10.1177/0956797615603702

11. Snowling MJ, Duff FJ, Nash HM, Hulme C. Language profiles and literacy outcomes of children with resolving, emerging or persisting language impairment. J Child Psychol Psychiatry. 2015;57(12):1360–1369. doi: https://doi.org/10.1111/jcpp.12497

12. Catts H, Adlof S, Ellis Weismer S. Language deficits in poor comprehenders: a case of for the simple view. J Speech Lang Hear Res. 2006;49(2):278–293. doi: https://doi.org/10.1044/1092-4388(2006/023)

13. Clarke P, Snowling M, Truelove E, Hulme C. Ameliorating children’s reading comprehension difficulties: a randomised controlled trial. Psychol Sci. 2010;21(8):1106–1116. doi: https://doi.org/10.1177/0956797610375449

14. Bishop DV, Snowling MJ. Developmental dyslexia and specific language impairment: same or different? Psychol Bull. 2004;130(6):858–886. doi: https://doi.org/10.1037/0033-2909.130.6.858

15. Bishop DV, Adams C. A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. J Child Psychol Psychiatry. 1990;31(7):1027–1050. doi: https://doi.org/10.1111/j.1469-7610.1990.tb00844.x

16. Hongyao HE, Chun JI, Xiaoyan G, et al. Asso-ciative gene networks reveal novel candidates important for ADHD and dyslexia comorbidity. BMC Med Genomics. 2023;16(1):208. doi: https://doi.org/10.1186/s12920-023-01502-1

17. Margari L, Buttiglione M, Craig F, et al. Neuro-psychopathological comorbidities in learning disorders. BMC Neurol. 2013;13:198. doi: https://doi.org/10.1186/1471-2377-13-198

18. Flapper BC, Schoemaker MM. Developmental coordination disorder in children with specific language impairment: comorbidity and impact on quality of life. Res Dev Disabil. 2013;34(2):756–763. doi: https://doi.org/10.1016/j.ridd.2012.10.014

19. Cheng HC, Chen HY, Tsai CL, et al. Comorbidity of motor and language impairments in preschool children of Taiwan. Res Dev Disabil. 2009;30(5):1054–1061. doi: https://doi.org/10.1016/j.ridd.2009.02.008

20. Matthews M, Nigg JT, Fair DA. Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 2014;16:235–266. doi: https://doi.org/10.1007/7854_2013_249

21. Speech and Language Disorders in Children: Implications for the Social Security Administration’s Supple-mental Security Income Program. Rosenbaum S, Simon P, eds. Washington (DC): National Academies Press (US); 2016.

22. Tsui KW, Lai KY, Lee MM, et al. Prevalence of motor problems in children with attention deficit hyperactivity disorder in Hong Kong. Hong Kong Med J. 2016;22(2):98–105. doi: https://doi.org/10.12809/hkmj154591

23. Attention-Deficit Hyperactivity Disorder in Adults and Children. Adler LA, Spencer TJ, Wilens TE, eds. Cambridge: Cambridge University Press; 2015. 392 p.

24. Tosto MG, Momi SK, Asherson P, Malki K. A systematic review of attention deficit hyperactivity disorder (ADHD) and mathematical ability: current findings and future implications. BMC Med. 2015;13:204. doi: https://doi.org/10.1186/s12916-015-0414-4

25. Biotteau M, Danna J, Baudou É, et al. Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatr Dis Treat. 2019;15:1873–1885. doi: https://doi.org/10.2147/NDT.S120514

26. Chung PJ, Patel DR, Nizami I. Disorder of written expression and dysgraphia: definition, diagnosis, and management. Transl Pediatr. 2020;9(Suppl 1):S46–S54. doi: https://doi.org/10.21037/tp.2019.11.01

27. Mayes SD, Calhoun SL. Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychol. 2007;13(6):469–493. doi: https://doi.org/10.1080/09297040601112773

28. Karkashadze GA, Gogberashvili TY, Konstantinidi TA, et al. A single-stage population-based study of the prevalence of mild cognitive impairment in children of secondary school age. Annals of the Russian academy of medical sciences. 2023;78(4):329–347. (In Russ). doi: https://doi.org/10.15690/vramn12460]

29. Karkashadze GA, Maslova OI, Namazova Baranova LS. Current problems of diagnosis and treatment of mild cognitive impairments in children. Pediatricheskaya farmakologiya — Pediatric pharmacology. 2011;8(5):37–41. (In Russ).]

30. Weindrich D, Jennen-Steinmetz C, Laucht M, et al. Epidemiology and prognosis of specific disorders of language and scholastic skills. Eur Child Adolesc Psychiatry. 2000;9(3):186–194. doi: https://doi.org/10.1007/s007870070042

31. Shaywitz SE, Shaywitz JE, Shaywitz BA. Dyslexia in the 21st century. Curr Opin Psychiatry. 2021;34(2):80–86. doi: https://doi.org/10.1097/YCO.0000000000000670

32. International Dyslexia Association. Available online: https://dyslexiaida.org. Accessed on December 13, 2023.

33. Europian Dislexia Association. Available online: https://edainfo.eu/what-is-dyslexia. Accessed on December 13, 2023.

34. Tomblin JB, Records NL, Buckwalter P, et al. (1997). Prevalence of specific language impairment in kindergarten children. J Speech Lang Hear Res. 1997;40(6):1245–1260. doi: https://doi.org/10.1044/jslhr.4006.1245

35. Norbury CF, Gooch D, Wray C, et al. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. J Child Psychol Psychiatry. 2016;57(11):1247–1257. doi: https://doi.org/10.1111/jcpp.12573

36. Katusic SK, Colligan RC, Barbaresi WJ, et al. Incidence of reading disability in a population-based birth cohort, 1976–1982, Rochester, Minn. Mayo Clin Proc. 2001;76(11):1081–1092. doi: https://doi.org/10.4065/76.11.1081

37. Shaywitz SE, Shaywitz BA, Fletcher JM, Escobar MD. Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study. JAMA. 1990;264(8):998–1002.

38. Katusic SK, Colligan RC, Weaver AL, Barbaresi WJ. The forgotten learning disability: epidemiology of written-language disorder in a population-based birth cohort (1976–1982), Rochester, Minnesota. Pediatrics. 2009;123(5):1306–1313. doi: https://doi.org/10.1542/peds.2008-2098

39. Diagnostic and Statistical Manual of Mental Disorders. DSM-5. Washington, DC; London, England: American Psychiatric Publishing; 2015. 947 p.

40. Progress in International Reading Literacy Study. Available online: https://pirls2021.org. Accessed on December 13, 2023.

41. Rusetskaya MN. Strategiya preodoleniya disleksii uchashchikhsya s narusheniyami rechi v sisteme obshchego obrazovaniya. [abstract of dissertation]. Moscow; 2009. 44 p. (In Russ).]

42. PISA 2018 results. Available online: https://www.oecd.org/pisa. Accessed on December 13, 2023.

43. Karkashadze GA, Sergeeva NE, NamazovaBaranova LS, et al. Adolescents’ Digital activity and its Correlation with Cognitive-Emotional Features, School Performance, and Social and Age Factors: Cross-Sectional Study. Voprosy sovremennoi pediatrii — Current Pediatrics. 2022;21(6):501–513. (In Russ). doi: https://doi.org/10.15690/vsp.v21i6.2504]

44. Kornev AN, Ishimova OA. Metodika diagnostiki disleksii u detei: metodicheskoe posobie. St. Petersburg: Publishing House of the Polytechnic University; 2010. 70 p. (In Russ).]

45. НNeiropsikhologicheskaya diagnostika, obsledovanie pis’ma i chteniya mladshikh shkol’nikov. Akhutinoi TV, Inshakovoi OB, eds. Moscow: V. Sekachev; 2008. 128 p. (In Russ).]

46. Lalaeva RI, Venediktova LV. Diagnostika i korrektsiya narushenii chteniya i pis’ma u mladshikh shkol’nikov: Educational and methodological manual. St. Petersburg: SOYuZ; 2001. 224 p. (In Russ).]

47. Bal’ NN, Zakharchenya IA. Obsledovanie chteniya i pis’ma u mladshikh shkol’nikov. Minsk: Uradzhai; 2001. (In Russ).]

48. Fotekova TA, Akhutina TV. Diagnostika rechevykh narushenii shkol’nikov s ispol’zovaniem neiropsikhologicheskikh metodov: Manual for speech therapists and psychologists. Moscow: ARKTI; 2002. 136 p. (In Russ).]

49. Larina EA. Tekhnologiya issledovaniya urovnei sformirovannosti intonatsionnoi storony rechi u detei mladshego shkol’nogo vozrasta v ustnoi i pis’mennoi rechevoi. Vestnik of Kostroma State University. 2010;(4):198–202. (In Russ).]

50. Primernye programmy nachal’nogo obshchego obrazovaniya. Vodyanskii AM, Petrova IA, compilers. M.: Drofa; 1998. 64 p. (In Russ).]

51. Branching Minds. Available online: https://www.branchingminds.com. Accessed on December 13, 2023.

52. Loizzo A, Zaccaria V, Caravale B, Di Brina C. Validation of the Concise Assessment Scale for Children’s Handwriting (BHK) in an Italian Population. Children (Basel). 2023;10(2):223. doi: https://doi.org/10.3390/children10020223

53. Devillaine L, Lambert R, Boutet J, et al. Analysis of Graphomotor Tests with Machine Learning Algorithms for an Early and Universal Pre-Diagnosis of Dysgraphia. Sensors. 2021;21(21):7026. dol: https://doi.org/10.3390/s21217026

54. Barrington E, Sarkisian SM, Feldman HM, Yeatman JD. Rapid Online Assessment of Reading (ROAR): Evaluation of an Online Tool for Screening Reading Skills in a Developmental-Behavioral Pediatrics Clinic. J Dev Behav Pediatr. 2023;44(9):e604–e610. doi: https://doi.org/10.1097/DBP.0000000000001226

55. Asselborn T, Gargot T, Kidziński Ł, et al. Automated human-level diagnosis of dysgraphia using a consumer tablet. NPJ Digital Med. 2018;1:42. doi: https://doi.org/10.1038/s41746-018-0049-x