Al-Farsi, F. A. H., Al-Alyani, O. B. S., Al-Kumzari, A., & Al-Saadi, T. (2022). Systematic review and meta-analysis of the intellectual integrity of children with neurofibromatosis type 1. World Neurosurgery, 157, 69–74. https://doi.org/10.1016/j.wneu.2021.10.081
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20–29. https://doi.org/10.1016/j.jecp.2009.11.003
Amitay, E. L., & Keinan-Boker, L. (2015). Breastfeeding and childhood leukemia incidence: A meta-analysis and systematic review. JAMA Pediatrics, 169(6), Article e151025. https://doi.org/10.1001/jamapediatrics.2015.1025
Anastasaki, C., Orozco, P., & Gutmann, D. H. (2022). RAS and beyond: The many faces of the neurofibromatosis type 1 protein. Disease Models & Mechanisms, 15(2), dmm049362. https://doi.org/10.1242/dmm.049362
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, 219–226e2. https://doi.org/10.1016/j.jpeds.2016.06.037
Arnold, S. S., Payne, J. M., Lorenzo, J., North, K. N., & Barton, B. (2018). Preliteracy impairments in children with neurofibromatosis type 1. Developmental Medicine and Child Neurology, 60(7), 703–710. https://doi.org/10.1111/dmcn.13768
Arnold, S. S., Payne, J. M., McArthur, G., North, K. N., & Barton, B. (2021). Profiling the word reading abilities of school-age children with neurofibromatosis type 1. Journal of the International Neuropsychological Society, 27(5), 484–496. https://doi.org/10.1017/S135561772000106X
Barton, B., & North, K. (2004). Social skills of children with neurofibromatosis type 1. Developmental Medicine & Child Neurology, 46(8), 553–563. https://doi.org/10.1017/S0012162204000921
Barton, B., & North, K. (2007). The self‐concept of children and adolescents with neurofibromatosis type 1. Child: care, health and development, 33(4), 401-408. https://doi.org/10.1111/j.1365-2214.2006.00717.x
Baudou, E., Nemmi, F., Biotteau, M., Maziero, S., Assaiante, C., Cignetti, F., Vaugoyeau, M., Audic, F., Peran, P., & Chaix, Y. (2020). Are morphological and structural MRI characteristics related to specific cognitive impairments in neurofibromatosis type 1 (NF1) children? European Journal of Paediatric Neurology, 28, 89–100. https://doi.org/10.1016/j.ejpn.2020.07.003
Beaussart, M. L., Barbarot, S., Mauger, C., & Roy, A. (2018). Systematic review and meta-analysis of executive functions in preschool and school-age children with neurofibromatosis type 1. Journal of the International Neuropsychological Society, 24(9), 977–994. https://doi.org/10.1017/S1355617718000383
Bigozzi, L., Vettori, G., & Incognito, O. (2023). The role of preschoolers’ home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model. Frontiers in Psychology, 14, Article 1113822. https://doi.org/10.3389/fpsyg.2023.1113822
Article PubMed PubMed Central Google Scholar
Billingsley, R. L., Schrimsher, G. W., Jackson, E. F., Slopis, J. M., & Moore, B. D. (2002). Significance of planum temporale and planum parietale morphologic features in neurofibromatosis type 1. Archives of Neurology, 59(4), 616–622. https://doi.org/10.1001/archneur.59.4.616
Biotteau, M., Déjean, S., Lelong, S., Iannuzzi, S., Faure-Marie, N., Castelnau, P., Rivier, F., Lauwers-Cancès, V., Baudou, E., & Chaix, Y. (2020). Sporadic and familial variants in NF1: An explanation of the wide variability in neurocognitive phenotype? Frontiers in Neurology, 11, Article 368. https://doi.org/10.3389/fneur.2020.00368
Article PubMed PubMed Central Google Scholar
Biotteau, M., Tournay, E., Baudou, E., Lelong, S., Iannuzzi, S., Faure-Marie, N., & Chaix, Y. (2019). What can attention abilities teach us about reading comprehension in NF1. Journal of Neurophysiology and Neurological Disorders, 5, 1–17.
Biotteau, M., Tournay, E., Baudou, E., Destarac, S., Iannuzzi, S., Faure-Marie, N., Castelnau, P., Schweitzer, E., Rodriguez, D., Kemlin, I., Dorison, N., Rivier, F., Carneiro, M., Preclaire, E., Barbarot, S., Lauwers-Cancès, V., & Chaix, Y. (2021). Reading comprehension impairment in children with neurofibromatosis type 1 (NF1): The need of multimodal assessment of attention. Journal of Child Neurology, 36(8), 625-634. https://doi.org/10.1177/0883073820981270
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Wiley.
Chang, Y. C., & Tsai, Y. T. (2022). The effect of university students’ emotional intelligence, learning motivation and self-efficacy on their academic achievement—Online English courses. Frontiers in Psychology, 13, Article 818929. https://doi.org/10.3389/fpsyg.2022.818929
Article PubMed PubMed Central Google Scholar
Chisholm, A. K., Anderson, V. A., Pride, N. A., Malarbi, S., North, K. N., & Payne, J. M. (2018). Social function and autism spectrum disorder in children and adults with neurofibromatosis type 1: A systematic review and meta-analysis. Neuropsychology Review, 28(3), 317–340. https://doi.org/10.1007/s11065-018-9380-x
Chisholm, A. K., Haebich, K. M., Pride, N. A., Walsh, K. S., Lami, F., Ure, A., Maloof, T., Brignell, A., Rouel, M., Granader, Y., Maier, A., Barton, B., Darke, H., Dabscheck, G., Anderson, V. A., Williams, K., North, K. N., & Payne, J. M. (2022). Delineating the autistic phenotype in children with neurofibromatosis type 1. Molecular Autism. https://doi.org/10.1186/s13229-021-00481-3
Article PubMed PubMed Central Google Scholar
Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.
Coutinho, V., Kemlin, I., Dorison, N., de Villemeur, B., Rodriguez, T., D., & Dellatolas, G. (2016). Neuropsychological evaluation and parental assessment of behavioral and motor difficulties in children with neurofibromatosis type 1. Research in Developmental Disabilities, 48, 220–230. https://doi.org/10.1016/j.ridd.2015.11.010
Article CAS PubMed Google Scholar
Crow, A. J. D., Janssen, J. M., Marshall, C., Moffit, A., Brennan, L., Kohler, C. G., Roalf, D. R., & Moberg, P. J. (2022). A systematic review and meta-analysis of intellectual, neuropsychological, and psychoeducational functioning in neurofibromatosis type 1. American Journal of Medical Genetics, Part A, 188(8), 2277–2292. https://doi.org/10.1002/ajmg.a.62773
Cutting, L. E., & Levine, T. M. (2010). Cognitive profile of children with neurofibromatosis and reading disabilities. Child Neuropsychology, 16(5), 417–432. https://doi.org/10.1080/09297041003761985
Article PubMed PubMed Central Google Scholar
D’Archangel, M. A., Tufo, D., Cutting, S. N., Harrison, L. E., Ess, F. E., K. C., & Barquero, L. A. (2022). Virtual reality water maze navigation in children with neurofibromatosis type 1 and reading disability: An exploratory study. Journal of Pediatric Neuropsychology, 1–13. https://doi.org/10.1007/s40817-022-00125-2
Del Castillo, A., Dekarchuk, M., Inker, T., Hussey, M., & Walsh, K. S. (2022). Understanding the neurofibromatosis type 1 (NF1) experience and the priorities of individuals with NF1 and their caregivers for cognitive and social-emotional research. Journal of Psychiatric Research, 154, 268–277. https://doi.org/10.1016/j.jpsychires.2022.07.035
Descheemaeker, M. J., Ghesquière, P., Symons, H., Fryns, J. P., & Legius, E. (2005). Behavioural, academic and neuropsychological profile of normally gifted neurofibromatosis type 1 children. Journal of Intellectual Disability Research, 49(Pt 1), 33–46. https://doi.org/10.1111/j.1365-2788.2005.00660.x
Duncan, L. G., & Johnston, R. S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing, 11, 405–439. https://doi.org/10.1023/A:1007923313914
Fisher, Z., & Tipton, E. (2015). Robumeta: An R-package for robust variance Estimation in meta-analysis. ArXiv. https://doi.org/10.48550/ArXiv.1503.02220
Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45–60. https://doi.org/10.1016/j.cpr.2018.09.002
Freberg, M. E., Vandiver, B. J., Watkins, M. W., & Canivez, G. L. (2008). Significant factor score variability and the validity of the WISC-III full scale IQ in predicting later academic achievement. Applied Neuropsychology, 15(2), 131–139. https://doi.org/10.1080/09084280802084010
Fu, R., Gartlehner, G., Grant, M., Shamliyan, T., Sedrakyan, A., Wilt, T. J., Griffith, L., Oremus, M., Raina, P., Ismaila, A., Santaguida, P., Lau, J., & Trikalinos, T. A. (2011). Conducting quantitative synthesis when comparing medical interventions: AHRQ and the effective health care program. Journal of Clinical Epidemiology, 64(11), 1187–1197. https://doi.org/10.1016/j.jclinepi.2010.08.010
Garg, S., Green, J., Leadbitter, K., Emsley, R., Lehtonen, A., Evans, D. G., & Huson, S. M. (2013). Neurofibromatosis type 1 and autism spectrum disorder. Pediatrics, 132(6), e1642–e1648. https://doi.org/10.1542/peds.2013-1868
Geoffray, M. M., Robinson, L., Ramamurthy, K., Manderson, L., O’Flaherty, J., Lehtonen, A., Tordjman, S., Green, J., Vassallo, G., & Garg, S. (2021). Predictors of cognitive, behavioural and academic difficulties in NF1. Journal of Psychiatric Research, 140, 545–550.
Comments (0)