Dyslexia: a new synergy between education and cognitive neuroscience.

Publisher: American Association for the Advancement of Science Country of Publication: United States NLM ID: 0404511 Publication Model: Print Cited Medium: Internet ISSN: 1095-9203 (Electronic) Linking ISSN: 00368075 NLM ISO Abbreviation: Science Subsets: MEDLINE

Publication: : Washington, DC : American Association for the Advancement of Science
Original Publication: New York, N.Y. : [s.n.] 1880-

Dyslexia*/physiopathology ; Dyslexia*/prevention & control ; Dyslexia*/psychology ; Dyslexia*/therapy ; Education* ; Reading*; Brain/*physiopathology; Articulation Disorders ; Brain/pathology ; Brain Mapping ; Child ; Child, Preschool ; Humans ; Infant ; Neuronal Plasticity ; Phonetics ; Remedial Teaching ; Speech Perception ; Visual Perception

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. Behavioral 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. Behavioral 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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Comment in: Science. 2009 Sep 11;325(5946):1340. (PMID: 19745136)
Comment in: Science. 2009 Oct 9;326(5950):228-9. (PMID: 19815755)

Date Created: 20090718 Date Completed: 20090729 Latest Revision: 20091009

20221213

10.1126/science.1171999

19608907