Dyslexia: A New Synergy Between Education and Cognitive Neuroscience

  title={Dyslexia: A New Synergy Between Education and Cognitive Neuroscience},
  author={John D. E. Gabrieli},
  pages={280 - 283}
Dissecting Dyslexia and Learning Difficulties in learning to read, despite reasonable effort and instruction, form the basis of dyslexia. Gabrieli (p. 280; see the cover) now reviews the latest research into the causes of dyslexia. Neuroimaging studies may give early notice of impending dyslexia, and it is hoped that early interventions may lessen the impact of dyslexia. Learning occurs in many settings. Humans uniquely use the formalized settings of schools and curriculum. Infants and children… 

Fixing fluency: Neurocognitive assessment of a dysfluent reading intervention

The ability to read is essential to attain society’s literacy demands. Unfortunately, a significant percentage of the population experiences major difficulties in mastering reading and spelling

Report Dyslexic Children Read Better

Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly

Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading

Overall, the data reveal that different remediation programmes matched to individual profiles of dyslexia may improve reading ability and commonly affect the VWFA in Dyslexia as a shared part of otherwise distinct networks.

Music education for improving reading skills in children and adolescents with dyslexia.

There is no evidence available from randomized controlled trials on which to base a judgment about the effectiveness of music education for the improvement of reading skills in children and adolescents with dyslexia.

Spatial Attention Disorders in Developmental Dyslexia: Towards the Prevention of Reading Acquisition Deficits

Developmental dyslexia (DD) is a Ileurobiological disorder (see Habib, 2000; Demonet & Reilhac, 2012 in the present book for reviews ) characterized by difficulties in reading acquisition despite

Learning Disabilities, Dyslexia, and Vision

Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities.

Development of reading remediation for dyslexic individuals: Added benefits of the joint consideration of neurophysiological and behavioral data.

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and

Transcranial direct current stimulation: a remediation tool for the treatment of childhood congenital dyslexia?

A major progress in the treatment of developmental dyslexia could originate from the development of complementary approaches that may enhance existing remediation programs by providing rehabilitation benefits that are larger and stable over time.

The Neurobiological Strands of Developmental Dyslexia: What We Know and What We Don’t Know

The authors argue that the convergence of evidence from neuroimaging studies leading up to the adoption of the definition of dyslexia in 2003 is belied by a larger set of more divergent findings suggesting a variety of etiologies of the disorder.



The magnocellular theory of developmental dyslexia.

There is evidence that most reading problems have a fundamental sensorimotor cause and good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills.

Dyslexia and the failure to form a perceptual anchor

This work found that D-LDs perform as well as normal readers in speech perception in noise and in a difficult tone comparison task, however, their performance did not improve when these same tasks were performed with a smaller stimulus set.

Dyslexia: Cultural Diversity and Biological Unity

It is concluded that there is a universal neurocognitive basis for dyslexia and that differences in reading performance among dyslexics of different countries are due to different orthographies.

How Psychological Science Informs the Teaching of Reading

From different sources of evidence, two inescapable conclusions emerge: Mastering the alphabetic principle is essential to becoming proficient in the skill of reading, and methods that teach this principle directly are more effective than those that do not.

Biological abnormality of impaired reading is constrained by culture

It is shown that functional disruption of the left middle frontal gyrus is associated with impaired reading of the Chinese language (a logographic rather than alphabetic writing system), suggesting that rather than having a universal origin, the biological abnormality of impaired reading is dependent on culture.

Functional disruption in the organization of the brain for reading in dyslexia.

  • S. ShaywitzB. Shaywitz J. Gore
  • Psychology, Biology
    Proceedings of the National Academy of Sciences of the United States of America
  • 1998
Using functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis supports a conclusion that the impairment in Dyslexia is phonologic in nature.

Instructional treatment associated with changes in brain activation in children with dyslexia

Results suggest that behavioral gains from comprehensive reading instruction are associated with changes in brain function during performance of language tasks, which are specific to different language processes and closely resemble patterns of neural processing characteristic of normal readers.