Sunday, March 24, 2013

Dyslexia: A New Synergy Between Education and Cognitive Neuroscience

Reading is essential in modern societies, but many children have dyslexia, a difficulty in learning to read.

Dyslexia often arises from impaired phonological awareness, the auditory analysis of spoken language that relates the sounds of language to print.

Behavioural remediation, especially at a young age, is effective for many, but not all, children.

Neuroimaging in children with dyslexia has revealed reduced engagement of the left temporo-parietal cortex for phonological processing of print, altered white-matter connectivity, and functional plasticity associated with effective intervention.

Behavioural and brain measures identify infants and young children at risk for dyslexia, and preventive intervention is often effective.

A combination of evidence-based teaching practices and cognitive neuroscience measures could prevent dyslexia from occurring in the majority of children who would otherwise develop dyslexia.

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