Developmental Dyslexia and the Stress of Reading: A Social Stress Study of Neuroendocrine Response in Children

Author:

Buchweitz Augusto12ORCID,de Azeredo Lucas Araújo23,Esper Nathalia Bianchini24ORCID,Dalfovo Nicole Prigol5,Picoli Fernanda5,da Cunha Fernanda Silva5,Viola Thiago Wendt3ORCID,Grassi‐Oliveira Rodrigo236ORCID

Affiliation:

1. Department of Psychology University of Connecticut Storrs CT USA

2. BraIns – Brain Institute of Rio Grande do Sul Pontifical Catholic University of Rio Grande do Sul Porto Alegre RS Brazil

3. School of Medicine Pontifical Catholic University of Rio Grande do Sul Porto Alegre RS Brazil

4. Center for the Developing Brain Child Mind Institute New York NY USA

5. School of Health and Life Sciences Pontifical Catholic University of Rio Grande do Sul Porto Alegre RS Brazil

6. Translational Neuropsychiatry Unit, Department of Clinical Medicine Aarhus University Aarhus Denmark

Abstract

AbstractDyslexia is a neurodevelopmental disorder characterized by persistently slow and effortful reading. It is associated with core cognitive deficits in decoding words, but it also presents significant challenges associated with, for example, anxiety and stress related to academic performance. We asked, thus, whether, reading out loud would be associated with elevated stress for readers with dyslexia, relative to good readers, and we investigated stress‐related hormone response in these two groups. We carried out an acute psychosocial stress test (Trier Social Stress Test‐Children adapted for children, TSST‐C), which included a reading out loud task. We carried out a quasi‐experimental study with an experimental group of participants with Developmental Dyslexia (n = 17), and a control group, with good readers (n = 18). During the stress test, we collected six saliva samples for evaluation of two stress‐related hormones, cortisol, and adrenocorticotropic hormone (ACTH) levels. We found a main effect for group for ACTH and for cortisol levels. We also found significantly higher levels of ACTH in the dyslexic group at the end of the task, and during the post‐task recovery period. Results are discussed in the light of the less‐understood emotional impact of dyslexia, and of a recently proposed role for stress as a trigger for increased risk of development of dyslexia. Lastly, we underscore the contribution for the evidence of the emotional impact of learning disorders, especially, as is the case, from a population generally underrepresented in cognitive neuroscience research (i.e., Latin‐American children).

Funder

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

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