Rolandic epilepsy (BECTS/BECCTS): an investigation of language and literacy profiles

Children with rolandic epilepsy often have reading difficulties, despite generally normal intelligence. Although the condition is referred to as 'benign' it can have long-lasting effects on children's educational outcomes, particularly their literacy. This project seeks to apply what is known about the causes of reading difficulties in nonclinical populations to children with rolandic epilepsy, to inform educational interventions.

What do we already know about reading profiles in non-clinical populations?

In nonclinical populations, poor readers divide into three groups: those who have difficulties with word reading (i.e. a dyslexia profile); those with good word reading but poor understanding of what they read (i.e. poor comprehender profile); and those with poor word reading and poor comprehension.

Poor word reading is associated with problems of breaking up word sounds into basic units (phonology) and knowing few words (semantics), whilst poor comprehension is associated with weak semantic skills and poor memory, particularly on memory tasks that tap the ability to store (remember) a piece of information whilst processing new information.

Why study reading profiles of children with rolandic epilepsy?

For children with rolandic epilepsy, mixed reading profiles are reported and our understanding of the source of their reading difficulties is complicated by an increased risk of speech sound disorder (SSD).

Our aim is to map the reading profiles of children with rolandic epilepsy to determine which weaknesses are associated with poor word reading and which are associated with poor comprehension, through a combination of correlational and experimental work.

This research is a critical first step in detailing the types of reading difficulties experienced by children with rolandic epilepsy and their possible source(s).