Materiały źródłowe

• #1 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Neurobiology helps us understand the processes that drive neurological processes including dyslexia. […] Dyslexia is an alternate term for a specific learning disorder with impairment in reading and is characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities. […] A fundamental knowledge of the various brain regions that are implicated in reading disorders can guide administration of appropriate tailored interventions that may lead to an improvement in reading in those with dyslexia. […] The challenge in conclusively defining the neurobiology of dyslexia is borne from the construct that phonological deficit has multiple components (phonological awareness, impaired lexical retrieval and poor verbal short-term memory), each of which involves different neural networks.

• #2 Dyslexia

  https://www.scientificanimations.com/dyslexia/uncategorized/

  Between 5-15% of people in America have dyslexia — a neurological condition in which a person finds it difficult to read and learn. This is because the brain is unable to properly process (recognize, spell and decode) alphabets and numbers. Dyslexia, in no way, is due to lack of intelligence. […] Dyslexia is a multifaceted disorder that, in spite of massive research, still remains mysterious. Early diagnosis and early intervention promote better outcomes. […] MRI and PET scans have shown a clear correlation between structural and functional differences in the brains of dyslexic children. […] Researchers believe that dyslexia runs in families. Post autopsy brain examinations of dyslexic people has revealed anatomical abnormalities in the language center of the brain such as malformations in the cerebral cortex. Such abnormal cortical developments are believed to occur till the sixth month of fetal brain development. Genes including DCDC2 and KIAA0319 on chromosome 6, and DYX1C1 on chromosome 15, have been associated with dyslexia.

• #3 Researchers Discover a Biological Marker of Dyslexia – Northwestern Now

  https://news.northwestern.edu/stories/2013/02/researchers-discover-a-biological-marker-of-dyslexia/

  Though learning to read proceeds smoothly for most children, as many as one in 10 is estimated to suffer from dyslexia, a constellation of impairments unrelated to intelligence, hearing or vision that makes learning to read a struggle. […] Now, Northwestern University researchers report they have found a biological mechanism that appears to play an important role in the reading process. […] We discovered a systematic relationship between reading ability and the consistency with which the brain encodes sounds, says Nina Kraus, Hugh Knowles Professor of Neurobiology, Physiology and Communication. […] Our results suggest that good readers profit from a stable neural representation of sound, and that children with inconsistent neural responses are likely at a disadvantage when learning to read, Kraus adds. […] The good news is that response consistency can be improved with auditory training. […] Understanding the biological mechanisms of reading puts us in a better position to both understand how normal reading works and to ameliorate it where it goes awry, says Kraus.

• #4 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not yet fully understood. […] Recent studies have discovered brain differences prior to formal instruction that likely encourage or discourage learning to read effectively, distinguished between brain differences that likely reflect the etiology of dyslexia versus brain differences that are the consequences of variation in reading experience, and identified distinct neural networks associated with specific psychological factors that are associated with dyslexia. […] The best understood cause for dyslexia is a weakness in phonological awareness (PA) for spoken (auditory) language that predicts and accompanies dyslexia. […] A second psychological weakness associated with dyslexia relates to rapid automatized naming or RAN.

• #5 Dyslexia – Wikipedia

  https://en.wikipedia.org/wiki/Dyslexia

  Dyslexia is believed to be caused by the interaction of genetic and environmental factors. […] The underlying mechanisms of dyslexia result from differences within the brain’s language processing. […] Neuroimaging techniques, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET), have shown a correlation between both functional and structural differences in the brains of children with reading difficulties. […] The cerebellar theory of dyslexia proposes that impairment of cerebellum-controlled muscle movement affects the formation of words by the tongue and facial muscles, resulting in the fluency problems that some people with dyslexia experience. […] The dual-route theory of reading aloud suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud.

• #6 Dyslexia

  https://www.scientificanimations.com/dyslexia/uncategorized/

  Between 5-15% of people in America have dyslexia — a neurological condition in which a person finds it difficult to read and learn. This is because the brain is unable to properly process (recognize, spell and decode) alphabets and numbers. Dyslexia, in no way, is due to lack of intelligence. […] Dyslexia is a multifaceted disorder that, in spite of massive research, still remains mysterious. Early diagnosis and early intervention promote better outcomes. […] MRI and PET scans have shown a clear correlation between structural and functional differences in the brains of dyslexic children. […] Researchers believe that dyslexia runs in families. Post autopsy brain examinations of dyslexic people has revealed anatomical abnormalities in the language center of the brain such as malformations in the cerebral cortex. Such abnormal cortical developments are believed to occur till the sixth month of fetal brain development. Genes including DCDC2 and KIAA0319 on chromosome 6, and DYX1C1 on chromosome 15, have been associated with dyslexia.

• #7 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  A third category of potential causal explanations for dyslexia relates to basic perceptual processes that may underlie the more proximal PA or RAN weaknesses, such as temporal sampling or processing, visual-spatial attention, or perceptual learning deficits. […] Meta-analyses of primary research findings have identified broad patterns of functional and structural differences between typical and dyslexic readers. […] The most common functional brain differences, in children and adults, are reduced activations (hypoactivations) in left temporal, parietal, and fusiform (VWFA) regions. […] DTI studies often find reduced organization or volume in the left superior longitudinal fasciculus, including the arcuate fasciculus, and corona radiata fibers. […] Because most neuroimaging studies of dyslexia have been conducted with children or adults who have had years of reading difficulty, it has been impossible to determine whether the brain differences are associated with the underlying neurobiological etiology of dyslexia, or are instead the consequence of years of altered and often vastly reduced reading experience.

• #8 A review of the neurobiological basis of dyslexia in the adult population | Neurología (English Edition)

  https://www.elsevier.es/en-revista-neurologia-english-edition–495-articulo-a-review-neurobiological-basis-dyslexia-S217358081630116X

  Adult dyslexia affects about 4% of the population. However, studies on the neurobiological basis of dyslexia in adulthood are scarce compared to paediatric studies. […] Results from the review show that dyslexia is highly heritable and displays polygenic transmission. Likewise, adult neuroimaging studies found structural, functional, and physiological changes in the parieto-occipital and occipito-temporal regions, and in the inferior frontal gyrus, in adults with dyslexia. […] According to different studies, aetiology in cases of adult dyslexia is complex. We stress the need for neurobiological studies of dyslexia in languages with transparent spelling systems. […] Neuroimaging techniques provide neurological evidence about the neural networks involved in reading and its associated difficulties.

• #9 Dyslexia

  https://www.scientificanimations.com/dyslexia/uncategorized/

  Between 5-15% of people in America have dyslexia — a neurological condition in which a person finds it difficult to read and learn. This is because the brain is unable to properly process (recognize, spell and decode) alphabets and numbers. Dyslexia, in no way, is due to lack of intelligence. […] Dyslexia is a multifaceted disorder that, in spite of massive research, still remains mysterious. Early diagnosis and early intervention promote better outcomes. […] MRI and PET scans have shown a clear correlation between structural and functional differences in the brains of dyslexic children. […] Researchers believe that dyslexia runs in families. Post autopsy brain examinations of dyslexic people has revealed anatomical abnormalities in the language center of the brain such as malformations in the cerebral cortex. Such abnormal cortical developments are believed to occur till the sixth month of fetal brain development. Genes including DCDC2 and KIAA0319 on chromosome 6, and DYX1C1 on chromosome 15, have been associated with dyslexia.

• #10 Neuropathology of Developmental Dyslexia | Pediatric Neurology Briefs

  https://pediatricneurologybriefs.com/articles/10.15844/pedneurbriefs-5-1-3

  The brains of three women with dyslexia were examined at the Dyslexia Research Laboratory, Beth Israel Hospital, Harvard Medical School, Boston, MA. […] The findings were similar to those reported previously from the same laboratory in four men with developmental dyslexia. […] A causal connection between the pathoanatomical findings and the cognitive disorder could not be established. However, it is postulated that the dyslexic individual begins with a familial predisposition to dyslexia which is expressed through a propensity to develop symmetrical temporal plana. […] The presence of many foci of microdysgenesis in the territory of perforating cortical arterioles suggests the possibility of a microangiopathic etiological process. […] The authors invoke an immunopathogenic mechanism for the cortical scars and neuronal ectopias seen in their neuropathological studies of dyslexics. […] The multifocal microscopic myelinated scars demonstrated in the three dyslexic women subjects were considered similar to the cortical lesions of systemic lupus erythematosus and supportive of an immunopathogenic mechanism for dyslexia.

• #11 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Currently, dyslexia is considered to be due to a defect in the ability to integrate information across different functional systems and is specifically associated with abnormal functioning of the hub region that connects information between different systems and RSNs. […] Several structural changes in the brain have been found that are associated with dyslexia. […] There is a global reduction in the neuroplasticity of the brain, particularly in the crucial left hemispheric regions that are implicated in language and reading. […] Increased myelination of the left perisylvian cortex is often seen with dyslexia. […] Additionally, there is a hypoactivation of the left inferior frontal, temporoparietal, and occipitotemporal regions of the left hemisphere, the same areas that are responsible for recognizing symbols and letters, translating sounds into phonological meaning, and associating letters with sounds.

• #12 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Currently, dyslexia is considered to be due to a defect in the ability to integrate information across different functional systems and is specifically associated with abnormal functioning of the hub region that connects information between different systems and RSNs. […] Several structural changes in the brain have been found that are associated with dyslexia. […] There is a global reduction in the neuroplasticity of the brain, particularly in the crucial left hemispheric regions that are implicated in language and reading. […] Increased myelination of the left perisylvian cortex is often seen with dyslexia. […] Additionally, there is a hypoactivation of the left inferior frontal, temporoparietal, and occipitotemporal regions of the left hemisphere, the same areas that are responsible for recognizing symbols and letters, translating sounds into phonological meaning, and associating letters with sounds.

• #13 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Currently, dyslexia is considered to be due to a defect in the ability to integrate information across different functional systems and is specifically associated with abnormal functioning of the hub region that connects information between different systems and RSNs. […] Several structural changes in the brain have been found that are associated with dyslexia. […] There is a global reduction in the neuroplasticity of the brain, particularly in the crucial left hemispheric regions that are implicated in language and reading. […] Increased myelination of the left perisylvian cortex is often seen with dyslexia. […] Additionally, there is a hypoactivation of the left inferior frontal, temporoparietal, and occipitotemporal regions of the left hemisphere, the same areas that are responsible for recognizing symbols and letters, translating sounds into phonological meaning, and associating letters with sounds.

• #14 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Currently, dyslexia is considered to be due to a defect in the ability to integrate information across different functional systems and is specifically associated with abnormal functioning of the hub region that connects information between different systems and RSNs. […] Several structural changes in the brain have been found that are associated with dyslexia. […] There is a global reduction in the neuroplasticity of the brain, particularly in the crucial left hemispheric regions that are implicated in language and reading. […] Increased myelination of the left perisylvian cortex is often seen with dyslexia. […] Additionally, there is a hypoactivation of the left inferior frontal, temporoparietal, and occipitotemporal regions of the left hemisphere, the same areas that are responsible for recognizing symbols and letters, translating sounds into phonological meaning, and associating letters with sounds.

• #15 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  The brain changes are seen in children with dyslexia even when compared to children at similar reading levels without dyslexia. […] In children with a family history of dyslexia, various changes are seen early in development such as abnormal sulcal patterns and neural connectivity, including decreased white matter of the arcuate fasciculus. […] While dyslexia has mostly been thought to be due to cortical alterations, recent studies have implicated subcortical structures including reduced corticothalamic connectivity in auditory and visual systems. […] Evidence-based phonics-based, and other structured reading interventions, have been found to be the most effective treatments in achieving either recovery (normalization of weak reading processes), compensation (alternative brain mechanisms that lead to an improvement in reading), or both.

• #16 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  The brain changes are seen in children with dyslexia even when compared to children at similar reading levels without dyslexia. […] In children with a family history of dyslexia, various changes are seen early in development such as abnormal sulcal patterns and neural connectivity, including decreased white matter of the arcuate fasciculus. […] While dyslexia has mostly been thought to be due to cortical alterations, recent studies have implicated subcortical structures including reduced corticothalamic connectivity in auditory and visual systems. […] Evidence-based phonics-based, and other structured reading interventions, have been found to be the most effective treatments in achieving either recovery (normalization of weak reading processes), compensation (alternative brain mechanisms that lead to an improvement in reading), or both.

• #17 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  The brain changes are seen in children with dyslexia even when compared to children at similar reading levels without dyslexia. […] In children with a family history of dyslexia, various changes are seen early in development such as abnormal sulcal patterns and neural connectivity, including decreased white matter of the arcuate fasciculus. […] While dyslexia has mostly been thought to be due to cortical alterations, recent studies have implicated subcortical structures including reduced corticothalamic connectivity in auditory and visual systems. […] Evidence-based phonics-based, and other structured reading interventions, have been found to be the most effective treatments in achieving either recovery (normalization of weak reading processes), compensation (alternative brain mechanisms that lead to an improvement in reading), or both.

• #18 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Several neuroimaging studies have found brain differences preceding formal reading instruction in pre-reading children that resemble those observed in older children and adults. […] These studies support the idea that the most commonly observed functional and structural brain differences characterizing dyslexia are present before significant reading experience and therefore are more likely causes rather than consequences of dyslexia. […] Impaired PA in dyslexia could reflect either a deficit in representing phonetic sounds and/or a deficit in access to and manipulation of those sounds. […] Recently, a neuroimaging study with adults found that phonetic representations, as measured by multivoxel pattern analysis of activations in bilateral auditory cortices, were intact in dyslexia, but that functional and structural (DTI) connectivity between auditory cortices and left inferior frontal gyrus was reduced.

• #19 Dyslexia: What It Is, Causes, Symptoms, Treatment & Types

  https://my.clevelandclinic.org/health/diseases/6005-dyslexia

  Dyslexia is a learning disability that makes reading and language-related tasks harder. It happens because of disruptions in how your brain processes writing so you can understand it. […] Dyslexia can disrupt reading ability in multiple ways. […] Dyslexia is highly genetic and runs in families. A child with one parent with dyslexia has a 30% to 50% chance of inheriting it. Genetic conditions like Down syndrome can also make dyslexia more likely to happen. […] Research shows people with dyslexia have differences in brain structure, function and chemistry. […] Infections, toxic exposures and other events can disrupt fetal development and increase the odds of later development of dyslexia. […] Dyslexia is a condition that can affect your perception of letters and writing. However, not everyone experiences the exact same symptoms of dyslexia.

• #20 A review of the neurobiological basis of dyslexia in the adult population | Neurología (English Edition)

  https://www.elsevier.es/en-revista-neurologia-english-edition–495-articulo-a-review-neurobiological-basis-dyslexia-S217358081630116X

  Several studies have shown that dyslexia is highly heritable. […] Advances in molecular genetics have made it possible for researchers to locate several genes on chromosomes 1, 2, 3, 4, 6, 11, 15, 17, 18, and X which are involved in transmitting reading disabilities and various reading-related skills. […] Our literature review of the genetic and neurological basis of dyslexia in adults shows the aetiological complexity of this disorder. Evidence of the genetic basis of dyslexia is sufficient; the condition is highly heritable and involves several genes, although the full genotype of dyslexia in adults is still to be determined. Many of these genes play a fundamental role in neural migration. […] These anomalies would negatively affect cognitive, perceptual, and sensory-motor processes, which are crucial for learning.

• #21 Etiology of Developmental Dyslexia (Chapter 18) – Developmental Dyslexia across Languages and Writing Systems

  https://www.cambridge.org/core/books/developmental-dyslexia-across-languages-and-writing-systems/etiology-of-developmental-dyslexia/A862E7FCAFAEA4B73C1959D57674736E

  Identical and fraternal twin pairs reared together have been key to understanding the genetic and environmental etiology of dyslexia and of individual differences in reading. […] In this chapter, we begin with a brief overview of the methods of twin research, and the historical development and application of these methods to understanding the etiology of individual differences and deficits in reading and related skills. […] The next section on twin studies of individual differences in reading ability introduces a broader cross-language perspective that includes comparisons of findings from studies in the United States, the United Kingdom, Australia, Norway, Sweden, the Netherlands, and China. […] Then we expand the reading phenotype beyond word recognition to reading comprehension, the ultimate goal of reading.

• #22 A review of the neurobiological basis of dyslexia in the adult population | Neurología (English Edition)

  https://www.elsevier.es/en-revista-neurologia-english-edition–495-articulo-a-review-neurobiological-basis-dyslexia-S217358081630116X

  Several studies have shown that dyslexia is highly heritable. […] Advances in molecular genetics have made it possible for researchers to locate several genes on chromosomes 1, 2, 3, 4, 6, 11, 15, 17, 18, and X which are involved in transmitting reading disabilities and various reading-related skills. […] Our literature review of the genetic and neurological basis of dyslexia in adults shows the aetiological complexity of this disorder. Evidence of the genetic basis of dyslexia is sufficient; the condition is highly heritable and involves several genes, although the full genotype of dyslexia in adults is still to be determined. Many of these genes play a fundamental role in neural migration. […] These anomalies would negatively affect cognitive, perceptual, and sensory-motor processes, which are crucial for learning.

• #23 Hypothetical molecular interconnection between type 2 diabetes and dyslexia | BMC Neuroscience | Full Text

  https://bmcneurosci.biomedcentral.com/articles/10.1186/s12868-021-00666-9

  The findings from several studies indicate that these functional abnormalities are the results of neuronal migration. […] Over the last few years, several genes that are linked with developmental Dyslexia have been identified. There are six key genes for developing Dyslexia, including DYX1C1, ROBO1, DCDC2, K1AA0319, SLIT1, and SRGAP1. […] According to the initial literature research that was discussed in the introduction, the first similarity between Dyslexia and type 2 diabetes is that they have an important common symptom, vision impairment. […] According to Massinen et al., overexpression of DCDC2 may enhance KIF3A mediated translocation of the transmembrane protein Smoothened (Smo) to the cilium and leads to overactivation of the Shh signalling pathway. […] As previously mentioned, with the literature research on both the common and rare genetic backgrounds of Dyslexia and type 2 diabetes, it was identified that both disorders are genetically linked with the canonical WNT signalling pathway.

• #24 Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | Translational Psychiatry

  https://www.nature.com/articles/tp2016240

  Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. […] Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. […] Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. […] Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. […] Recent evidence has shown that DD-susceptibility genes affect neuronal migration, neurite outgrowth, cortical morphogenesis and ciliary structure and function.

• #25 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not yet fully understood. […] Recent studies have discovered brain differences prior to formal instruction that likely encourage or discourage learning to read effectively, distinguished between brain differences that likely reflect the etiology of dyslexia versus brain differences that are the consequences of variation in reading experience, and identified distinct neural networks associated with specific psychological factors that are associated with dyslexia. […] The best understood cause for dyslexia is a weakness in phonological awareness (PA) for spoken (auditory) language that predicts and accompanies dyslexia. […] A second psychological weakness associated with dyslexia relates to rapid automatized naming or RAN.

• #26

  https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia

  Dyslexia is a specific learning difficulty which primarily affects reading and writing skills. […] Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. […] Dyslexia is a set of processing difficulties that affect the acquisition of reading and spelling. In dyslexia, some or all aspects of literacy attainment are weak in relation to age, standard teaching and instruction, and level of other attainments. […] The nature and developmental trajectory of dyslexia depends on multiple genetic and environmental influences. […] The most commonly observed cognitive impairment in dyslexia is a difficulty in phonological processing (i.e., in phonological awareness, phonological processing speed or phonological memory). […] Working memory, processing speed and orthographic skills can contribute to the impact of dyslexia. […] Dyslexia frequently co-occurs with one or more other developmental difficulties, including developmental language disorder, dyscalculia, ADHD, and developmental coordination disorder.

• #27 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Several neuroimaging studies have found brain differences preceding formal reading instruction in pre-reading children that resemble those observed in older children and adults. […] These studies support the idea that the most commonly observed functional and structural brain differences characterizing dyslexia are present before significant reading experience and therefore are more likely causes rather than consequences of dyslexia. […] Impaired PA in dyslexia could reflect either a deficit in representing phonetic sounds and/or a deficit in access to and manipulation of those sounds. […] Recently, a neuroimaging study with adults found that phonetic representations, as measured by multivoxel pattern analysis of activations in bilateral auditory cortices, were intact in dyslexia, but that functional and structural (DTI) connectivity between auditory cortices and left inferior frontal gyrus was reduced.

• #28 What Is Dyslexia? Scientists Uncover Brain Mechanism That Could Lead To Understanding Root Cause

  https://www.medicaldaily.com/what-dyslexia-scientists-uncover-brain-mechanism-could-lead-understanding-root-cause-264481

  For decades, scientists have proposed two theories for how dyslexia, the common reading and learning disability, forms in the brain. […] New research from KU Leuven in Belgium suggests science can finally produce a definitive reply to the question: What is dyslexia? […] The two hypotheses are very difficult to disentangle, Boets, a clinical psychologist and postdoctoral research fellow at the university, said in a statement. This is because cognitive (behavioral) tasks always tap both the representation and the access to this representation simultaneously. Therefore, we needed neuroimaging to tease the two apart and assess them in isolation. […] Dyslexics werent reading b as d, in other words. They were reading b as b, but accessing it as d. […] A finding from the functional connectivity analysis that I think is pretty striking, Boets offered, is that decreased connectivity is found specifically between the very same superior temporal regions found to support intact phonetic representations in the MVPA analysis. This means that dyslexics brains have no difficulty mapping individual speech patterns they place the phonemes in the correct spots they just grab the wrong sound when seeking to turn the symbol into meaning.

• #29 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  A third category of potential causal explanations for dyslexia relates to basic perceptual processes that may underlie the more proximal PA or RAN weaknesses, such as temporal sampling or processing, visual-spatial attention, or perceptual learning deficits. […] Meta-analyses of primary research findings have identified broad patterns of functional and structural differences between typical and dyslexic readers. […] The most common functional brain differences, in children and adults, are reduced activations (hypoactivations) in left temporal, parietal, and fusiform (VWFA) regions. […] DTI studies often find reduced organization or volume in the left superior longitudinal fasciculus, including the arcuate fasciculus, and corona radiata fibers. […] Because most neuroimaging studies of dyslexia have been conducted with children or adults who have had years of reading difficulty, it has been impossible to determine whether the brain differences are associated with the underlying neurobiological etiology of dyslexia, or are instead the consequence of years of altered and often vastly reduced reading experience.

• #30 SciELO Brasil – Developmental dyslexia: a condensed review of literature Developmental dyslexia: a condensed review of literature

  https://www.scielo.br/j/ides/a/MTxzr4zQhZmgth74gPcJF5t/

  Dyslexia is a disorder of neurobiological origin characterized by difficulties in reading and writing skills. […] Dyslexia may have several underlying causes and is generally accompanied by other developmental disorders, such as attention deficit hyperactivity disorder (ADHD). […] The phonological deficit theory suggests that the core deficit in dyslexia is related to phonological processing. […] Dyslexia is a congenital neurobiological disorder which is caused by abnormal brain structure, in particular abnormal magnocellular pathways and abnormal cerebellum. […] The magnocellular deficit theory suggests that poor reading performance of dyslexics is due to abnormally reduced sensitivity in the magnocellular system. […] The cerebellar deficit theory treats dyslexia as a general learning disability. […] Dyslexics cannot make progress beyond the logographic phase because they cannot grasp the alphabetic grapheme-to-phoneme associations.

• #31 Theories about Developmental Dyslexia

  https://www.mdpi.com/2076-3425/13/2/208

  Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. […] All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. […] The evidence for this conclusion is overwhelming. […] Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children’s reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. […] The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance.

• #32 Timing anticipation in adults and children with Developmental Dyslexia: evidence of an inefficient mechanism | Scientific Reports

  https://www.nature.com/articles/s41598-020-73435-z

  The aim of the present work was to explore the hypothesis that individuals with DD suffer from an inefficient anticipatory mechanism. […] In conclusion, DD participants showed a tendency for tapping after the occurrence of the IB both in the Unstressed and in the Stressed conditions, but their response was lower than the average expected reaction time. […] Our results point to the conclusion that well-compensated adults and children with DD have difficulties with the anticipation of temporal events, despite the high predictability of the stimulus. […] A compromised anticipation mechanism might result on poorer precision in synchronization tasks and might be the responsible for difficulties in fluent and rapid reading, in language, in musical and motor activities (like handwriting), all events that unfold in time and are based on temporal anticipation. […] As far as we know, this is the first work which explicitly investigates anticipatory skills in Developmental Dyslexia. […] A deficient timing representation might impact anticipatory abilities as highlighted by our results while effecting less synchronization abilities.

• #33 Dyslexia pathophysiology – wikidoc

  https://www.wikidoc.org/index.php/Dyslexia_pathophysiology

  Dyslexia is a learning disability. It has many underlying causes that are believed to be a brain-based condition that influences the ability to read written language. It is identified in individuals who fail to learn to read in the absence of a verbal or nonverbal intellectual impairment, sensory deficit (e.g., a visual deficit or hearing loss), pervasive developmental deficit or a frank neurological impairment. […] Auditory processing disorder is recognized as one of the major causes of dyslexia.

• #34 Decoding Auditory Dyslexia: Signs, Causes & Support – Forbrain

  https://www.forbrain.com/dyslexia-children/auditory-dyslexia/

  Auditory Dyslexia, also referred to as auditory processing dyslexia or disorder (APD) is a specific type of dyslexia that affects a persons ability to process and understand spoken language. Auditory dyslexia most specifically causes difficulties with phonological awareness and phonemic processing, which are crucial for reading and writing. […] The exact cause of auditory dyslexia is not fully understood. It is a complex condition with multiple contributing factors. There are several theories for its potential cause, including: […] Differences in brain structure and function, particularly in areas related to language such as the temporal and parietal lobes, may contribute to the development of auditory dyslexia. […] Auditory dyslexia is often linked to differences in auditory processing and speech discrimination. These difficulties may be related to atypical functioning in the auditory processing centers of the brain.

• #35 Dyslexia caused by faulty signal processing in brain; Finding offers clues to potential treatments | ScienceDaily

  https://www.sciencedaily.com/releases/2012/08/120807104938.htm

  Researchers have made a major step forward in understanding the cause of dyslexia. […] The scientists have discovered an important neural mechanism underlying dyslexia and shown that many difficulties associated with dyslexia can potentially be traced back to a malfunction of the medial geniculate body in the thalamus. […] The researchers showed that dyslexic adults have a malfunction in a structure that transfers auditory information from the ear to the cortex is a major cause of the impairment: the medial geniculate body in the auditory thalamus does not process speech sounds correctly. […] This malfunction at a low level of language processing could percolate through the entire system. […] The findings of the Leipzig scientists combine various theoretical approaches, which deal with the cause of dyslexia and, for the first time, bring together several of these theories to form an overall picture.

• #36 Neural mechanism underlying dyslexia discovered | myVMC

  https://www.myvmc.com/news/neural-mechanism-underlying-dyslexia-discovered/

  To participate successfully in life, it is important to be able to read and write. […] Thanks to research carried out by Begoa Daz and her colleagues at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, a major step forward has been made in understanding the cause of dyslexia. The scientists have discovered an important neural mechanism underlying dyslexia and shown that many difficulties associated with dyslexia can potentially be traced back to a malfunction of the medial geniculate body in the thalamus. […] The researchers showed that dyslexic adults have a malfunction in a structure that transfers auditory information from the ear to the cortex is a major cause of the impairment: the medial geniculate body in the auditory thalamus does not process speech sounds correctly. This malfunction at a low level of language processing could percolate through the entire system.

• #37 A Biological Mechanism For Dyslexia | Science 2.0

  http://www.science20.com/news_articles/biological_mechanism_dyslexia-104150

  By recording the automatic brain wave responses of 100 school-aged children to speech sounds, researchers found that the very best readers encoded the sound most consistently while the poorest readers encoded it with the greatest inconsistency. […] A newly discovered biological mechanism appears to play an important role in the reading process and could lead to helping people with dyslexia. […] „We discovered a systematic relationship between reading ability and the consistency with which the brain encodes sounds,” says Nina Kraus, Professor of Neurobiology at Northwestern. […] „Understanding the biological mechanisms of reading puts us in a better position to both understand how normal reading works and to ameliorate it where it goes awry,” says Kraus. […] „Our results suggest that good readers profit from a stable neural representation of sound, and that children with inconsistent neural responses are likely at a disadvantage when learning to read,” Kraus adds. „The good news is that response consistency can be improved with auditory training.”

• #38 Dyslexia – Wikipedia

  https://en.wikipedia.org/wiki/Dyslexia

  Dyslexia is believed to be caused by the interaction of genetic and environmental factors. […] The underlying mechanisms of dyslexia result from differences within the brain’s language processing. […] Neuroimaging techniques, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET), have shown a correlation between both functional and structural differences in the brains of children with reading difficulties. […] The cerebellar theory of dyslexia proposes that impairment of cerebellum-controlled muscle movement affects the formation of words by the tongue and facial muscles, resulting in the fluency problems that some people with dyslexia experience. […] The dual-route theory of reading aloud suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud.

• #39 SciELO Brasil – Developmental dyslexia: a condensed review of literature Developmental dyslexia: a condensed review of literature

  https://www.scielo.br/j/ides/a/MTxzr4zQhZmgth74gPcJF5t/

  Dyslexia is a disorder of neurobiological origin characterized by difficulties in reading and writing skills. […] Dyslexia may have several underlying causes and is generally accompanied by other developmental disorders, such as attention deficit hyperactivity disorder (ADHD). […] The phonological deficit theory suggests that the core deficit in dyslexia is related to phonological processing. […] Dyslexia is a congenital neurobiological disorder which is caused by abnormal brain structure, in particular abnormal magnocellular pathways and abnormal cerebellum. […] The magnocellular deficit theory suggests that poor reading performance of dyslexics is due to abnormally reduced sensitivity in the magnocellular system. […] The cerebellar deficit theory treats dyslexia as a general learning disability. […] Dyslexics cannot make progress beyond the logographic phase because they cannot grasp the alphabetic grapheme-to-phoneme associations.

• #40 Neuropsychological Perspective on Dyslexia | IntechOpen

  https://www.intechopen.com/chapters/77883

  Neuroanatomical theories refer to abnormalities in the different brain structures involved in reading and writing. […] The first hypothesis assumes that dyslexics have a pattern of cerebral symmetry between the two hemispheres. […] Studies have observed differences in the corpus callosum of dyslexics, presenting a larger posterior portion of the corpus callosum. […] One of the structures that present a different morphology in subjects with dyslexia is the cerebellum, involved in psychomotricity, development of motor skills, and their automation. […] Another neuroanatomical explanation shown in neurological studies refers to variations in grey and/or white matter in certain brain regions presented by dyslexics. […] Neurophysiological hypotheses describe the organisation and activity of the areas of the brain as a whole.

• #41 Abnormal inter-regional brain connectivity in developmental dyslexia

  https://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2016.01864

  In the past decades, researchers have investigated the neural basis of developmental dyslexia and revealed the specific regional abnormality in dyslexics with a view of brain functional localization. […] These studies revealed that dyslexics exhibited disruption in both white matter structural connectivity and functional connectivity. […] These findings suggest a tight link between reading impairment and abnormalities in inter-regional brain connectivity. […] Future studies should explore the relationship between the connectivity disruption and specific regional abnormality in dyslexia and combine gene, brain, behavior, and environmental factors to investigate the pathogenetic mechanism of dyslexia.

• #42 Azthena logo with the word Azthena

  https://www.news-medical.net/news/20190116/Study-delves-deeper-into-developmental-dyslexia.aspx

  Men with dyslexia have altered structural connections between the thalamus and auditory cortex on the left side of the brain, new research published in JNeurosci reveals. […] The study extends similar observations of the dyslexic visual system and highlights the importance of early sensory processing for reading proficiency. […] The researchers found left MGB-mPT connectivity was associated with reading fluency only in typical readers, while previous studies reported associations between an analogous visual pathway and reading ability in both dyslexics and typical readers. […] Taken together, the results broaden our understanding of dyslexia one of the most common learning disabilities to include alterations in lower as well as higher brain structures.

• #43 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Several neuroimaging studies have found brain differences preceding formal reading instruction in pre-reading children that resemble those observed in older children and adults. […] These studies support the idea that the most commonly observed functional and structural brain differences characterizing dyslexia are present before significant reading experience and therefore are more likely causes rather than consequences of dyslexia. […] Impaired PA in dyslexia could reflect either a deficit in representing phonetic sounds and/or a deficit in access to and manipulation of those sounds. […] Recently, a neuroimaging study with adults found that phonetic representations, as measured by multivoxel pattern analysis of activations in bilateral auditory cortices, were intact in dyslexia, but that functional and structural (DTI) connectivity between auditory cortices and left inferior frontal gyrus was reduced.

• #44 Dyslexia and the Developing Brain | Harvard Medicine Magazine

  https://magazine.hms.harvard.edu/articles/dyslexia-and-developing-brain

  Moreover, the rate of the structures development was slower among those who later developed poor reading skills regardless of familial risk. […] To explore how early these differences emerged, the researchers examined the brains of participants who had thus far been largely neglected in dyslexia studies: babies. […] In subsequent studies, they observed a link between these alterations and phonological processing and oral language skills in kindergarten. […] We now know that some kids who step into kindergarten on their first day, with their little backpacks, have a heightened risk for struggling with learning to read. […] Gaabs findings have provided an impetus for action. […] And the findings indicate that while genetics matter, environment can matter, too. […] Proper early identification is key, adds Gaab, because studies indicate that 50 to 90 percent of at-risk readers can reach average levels of performance with targeted instruction, and that interventions are more effective in kindergarten and first grade than later on.

• #45 Dyslexia and the Developing Brain | Harvard Medicine Magazine

  https://magazine.hms.harvard.edu/articles/dyslexia-and-developing-brain

  Moreover, the rate of the structures development was slower among those who later developed poor reading skills regardless of familial risk. […] To explore how early these differences emerged, the researchers examined the brains of participants who had thus far been largely neglected in dyslexia studies: babies. […] In subsequent studies, they observed a link between these alterations and phonological processing and oral language skills in kindergarten. […] We now know that some kids who step into kindergarten on their first day, with their little backpacks, have a heightened risk for struggling with learning to read. […] Gaabs findings have provided an impetus for action. […] And the findings indicate that while genetics matter, environment can matter, too. […] Proper early identification is key, adds Gaab, because studies indicate that 50 to 90 percent of at-risk readers can reach average levels of performance with targeted instruction, and that interventions are more effective in kindergarten and first grade than later on.

• #46 Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | Translational Psychiatry

  https://www.nature.com/articles/tp2016240

  Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. […] Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. […] Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. […] Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. […] Recent evidence has shown that DD-susceptibility genes affect neuronal migration, neurite outgrowth, cortical morphogenesis and ciliary structure and function.

• #47 Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | Translational Psychiatry

  https://www.nature.com/articles/tp2016240

  The protein encoded by DYX1C1 has been linked to neuronal migration, estrogen receptor transport and cilia structure and functions. […] The expression pattern of KIAA0319 in the developing neocortex is consistent with its hypothesized role in neuronal migration, and recent bioinformatics analysis has suggested its involvement in ciliary functions. […] The DCDC2 gene encodes a protein with two DCX domains which are essential for neurite outgrowth and neuronal migration and it is involved in ciliary functions. […] Taken together, these findings show how neuroimaging and genetic research have substantially enhanced understanding of the mechanisms underlying atypical reading development. […] By focusing mainly on clinical phenotypes, the molecular genetics approach has yielded mixed results, including negative findings for the DD-candidate genes.

• #48 :: Dyslexia Association Of India ::

  https://www.dyslexiaindia.org.in/dyslaxia-brain.html

  The functional disruption demonstrated in an extensive system in the posterior cortex encompassing both traditional visual and traditional language regions and a portion of the association cortex in a dyslexic childs brain is of significance as the association cortex is considered pivotal in carrying out the cross modal integration necessary for fluid reading to happen. […] Scientists have discovered structural differences in two parts of the dyslexic brain the cerebral cortex and the thalamus. […] Microscopic examination of brains has revealed changes in the arrangement of nerve cells and a smaller auditory region both in the cerebral cortex. […] These studies provided the first evidence of a brain-based cause for developmental dyslexia. […] Ectopic neurons seem to connect with neurons in other parts of the brain differently.

• #49 Neuropathology of Developmental Dyslexia | Pediatric Neurology Briefs

  https://pediatricneurologybriefs.com/articles/10.15844/pedneurbriefs-5-1-3

  The brains of three women with dyslexia were examined at the Dyslexia Research Laboratory, Beth Israel Hospital, Harvard Medical School, Boston, MA. […] The findings were similar to those reported previously from the same laboratory in four men with developmental dyslexia. […] A causal connection between the pathoanatomical findings and the cognitive disorder could not be established. However, it is postulated that the dyslexic individual begins with a familial predisposition to dyslexia which is expressed through a propensity to develop symmetrical temporal plana. […] The presence of many foci of microdysgenesis in the territory of perforating cortical arterioles suggests the possibility of a microangiopathic etiological process. […] The authors invoke an immunopathogenic mechanism for the cortical scars and neuronal ectopias seen in their neuropathological studies of dyslexics. […] The multifocal microscopic myelinated scars demonstrated in the three dyslexic women subjects were considered similar to the cortical lesions of systemic lupus erythematosus and supportive of an immunopathogenic mechanism for dyslexia.

• #50 Dyslexia: What It Is, Causes, Symptoms, Treatment & Types

  https://my.clevelandclinic.org/health/diseases/6005-dyslexia

  Dyslexia is a learning disability that makes reading and language-related tasks harder. It happens because of disruptions in how your brain processes writing so you can understand it. […] Dyslexia can disrupt reading ability in multiple ways. […] Dyslexia is highly genetic and runs in families. A child with one parent with dyslexia has a 30% to 50% chance of inheriting it. Genetic conditions like Down syndrome can also make dyslexia more likely to happen. […] Research shows people with dyslexia have differences in brain structure, function and chemistry. […] Infections, toxic exposures and other events can disrupt fetal development and increase the odds of later development of dyslexia. […] Dyslexia is a condition that can affect your perception of letters and writing. However, not everyone experiences the exact same symptoms of dyslexia.

• #51 Dyslexia and the Developing Brain | Harvard Medicine Magazine

  https://magazine.hms.harvard.edu/articles/dyslexia-and-developing-brain

  Moreover, the rate of the structures development was slower among those who later developed poor reading skills regardless of familial risk. […] To explore how early these differences emerged, the researchers examined the brains of participants who had thus far been largely neglected in dyslexia studies: babies. […] In subsequent studies, they observed a link between these alterations and phonological processing and oral language skills in kindergarten. […] We now know that some kids who step into kindergarten on their first day, with their little backpacks, have a heightened risk for struggling with learning to read. […] Gaabs findings have provided an impetus for action. […] And the findings indicate that while genetics matter, environment can matter, too. […] Proper early identification is key, adds Gaab, because studies indicate that 50 to 90 percent of at-risk readers can reach average levels of performance with targeted instruction, and that interventions are more effective in kindergarten and first grade than later on.

• #52 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  The brain changes are seen in children with dyslexia even when compared to children at similar reading levels without dyslexia. […] In children with a family history of dyslexia, various changes are seen early in development such as abnormal sulcal patterns and neural connectivity, including decreased white matter of the arcuate fasciculus. […] While dyslexia has mostly been thought to be due to cortical alterations, recent studies have implicated subcortical structures including reduced corticothalamic connectivity in auditory and visual systems. […] Evidence-based phonics-based, and other structured reading interventions, have been found to be the most effective treatments in achieving either recovery (normalization of weak reading processes), compensation (alternative brain mechanisms that lead to an improvement in reading), or both.

• #53 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Not only have these interventions demonstrated an observable improvement in reading and language skills, but they lead to increased neural connectivity and activity, or hyperactivation, in the brains of people with dyslexia. […] The current body of literature endorses a plethora of brain regions that may be implicated in compensation and recovery, suggesting that there is either a large range of changes that can occur with reading interventions or that further research is still needed to establish the exact changes that take place with such interventions.

• #54 Upside of Dyslexia? Science Scant, but Intriguing – International Dyslexia Association

  https://dyslexiaida.org/upside-of-dyslexia/

  We propose placing dyslexia and related learning differences within a cerebrodiversity framework. […] A cerebrodiversity perspective helps us recognize learning differences as byproducts of a complex mechanism—a dynamic gene-brain-environment interplay that enabled our species to adapt and succeed for over 200,000 years.

• #55

  https://link.springer.com/article/10.1007/s11881-022-00273-1

  Research on developmental dyslexia has indeed documented deficits in vision, attention, auditory and temporal processes, and phonology and language. In addition, weaknesses in executive functions, particularly in working memory, have been reported. […] A coarse neuroanatomical model of reading and DD has proposed abnormal brain activation occurs in dyslexic readers in the left posterior temporoparietal cortex, the left occipitotemporal cortex, and the left frontal cortex. […] However, although there are great improvements in comprehending the involved neuroanatomical circuits, little evidence exists to show that fundamental brain processes are affected and how the brain compensates for those disruptions. […] Many electrophysiological studies have provided evidence for basic perceptual deficits in DD. Abnormal event-related potentials (ERPs) for auditory and visual processing of speech and non-speech stimuli were found in both children and adults with dyslexia.

• #56

  https://link.springer.com/article/10.1007/s11881-022-00273-1

  Research on developmental dyslexia has indeed documented deficits in vision, attention, auditory and temporal processes, and phonology and language. In addition, weaknesses in executive functions, particularly in working memory, have been reported. […] A coarse neuroanatomical model of reading and DD has proposed abnormal brain activation occurs in dyslexic readers in the left posterior temporoparietal cortex, the left occipitotemporal cortex, and the left frontal cortex. […] However, although there are great improvements in comprehending the involved neuroanatomical circuits, little evidence exists to show that fundamental brain processes are affected and how the brain compensates for those disruptions. […] Many electrophysiological studies have provided evidence for basic perceptual deficits in DD. Abnormal event-related potentials (ERPs) for auditory and visual processing of speech and non-speech stimuli were found in both children and adults with dyslexia.

• #57 :: Dyslexia Association Of India ::

  https://www.dyslexiaindia.org.in/dyslaxia-brain.html

  Since most ectopias are in the language networks and the frontal part of the brain related to verbal memory, it can now be understood how a different „wiring” pattern might affect the complex process of learning to read and write. […] The accumulating evidence from connectivity studies which is now gaining ground suggests that children with dyslexia and other reading disabilities may have deficits in the interaction amongst brain regions, or disrupted connectivity / miswiring as it is more commonly known in day to day speak. […] Dyslexic children, for whom the posterior areas of their brain are not working in harmony, compensate by using the homologues on the right side of the brain to try and understand text. […] The lack of engagement of the left posterior dorsal system seems to be emerging as a hallmark of reading disability, and the greater engagement of the right posterior dorsal region may be a consequence of the insufficient engagement of the left hemisphere system either due to immaturity or disability.

• #58 A review of the neurobiological basis of dyslexia in the adult population | Neurología (English Edition)

  https://www.elsevier.es/en-revista-neurologia-english-edition–495-articulo-a-review-neurobiological-basis-dyslexia-S217358081630116X

  Adult dyslexia affects about 4% of the population. However, studies on the neurobiological basis of dyslexia in adulthood are scarce compared to paediatric studies. […] Results from the review show that dyslexia is highly heritable and displays polygenic transmission. Likewise, adult neuroimaging studies found structural, functional, and physiological changes in the parieto-occipital and occipito-temporal regions, and in the inferior frontal gyrus, in adults with dyslexia. […] According to different studies, aetiology in cases of adult dyslexia is complex. We stress the need for neurobiological studies of dyslexia in languages with transparent spelling systems. […] Neuroimaging techniques provide neurological evidence about the neural networks involved in reading and its associated difficulties.

• #59 :: Dyslexia Association Of India ::

  https://www.dyslexiaindia.org.in/dyslaxia-brain.html

  In the case of the dyslexic child, both the posterior and the anterior regions of the brain are now being indicated for anomalous activation patterns, which in turn are being said to be responsible for the cognitive and or behavioural deficits, which characterize dyslexic children. […] The posterior cortical systems include areas like the angular gyrus, extrastriate striate cortex in addition to a certain specific area the wernickes area where the dyslexic child is not able to increase activation as the task demand increases due to hypoactivation or under activation. […] In contrast these impaired readers show a pattern of over activation in the anterior regions like the left inferior frontal gyrus and BA 46/47/11. […] We may wish it to be untrue, but the causes for dyslexia are neurological and to a large extent genetic in origin.

• #60 A Biological Mechanism For Dyslexia | Science 2.0

  http://www.science20.com/news_articles/biological_mechanism_dyslexia-104150

  By recording the automatic brain wave responses of 100 school-aged children to speech sounds, researchers found that the very best readers encoded the sound most consistently while the poorest readers encoded it with the greatest inconsistency. […] A newly discovered biological mechanism appears to play an important role in the reading process and could lead to helping people with dyslexia. […] „We discovered a systematic relationship between reading ability and the consistency with which the brain encodes sounds,” says Nina Kraus, Professor of Neurobiology at Northwestern. […] „Understanding the biological mechanisms of reading puts us in a better position to both understand how normal reading works and to ameliorate it where it goes awry,” says Kraus. […] „Our results suggest that good readers profit from a stable neural representation of sound, and that children with inconsistent neural responses are likely at a disadvantage when learning to read,” Kraus adds. „The good news is that response consistency can be improved with auditory training.”

• #61 Researchers Discover a Biological Marker of Dyslexia – Northwestern Now

  https://news.northwestern.edu/stories/2013/02/researchers-discover-a-biological-marker-of-dyslexia/

  Though learning to read proceeds smoothly for most children, as many as one in 10 is estimated to suffer from dyslexia, a constellation of impairments unrelated to intelligence, hearing or vision that makes learning to read a struggle. […] Now, Northwestern University researchers report they have found a biological mechanism that appears to play an important role in the reading process. […] We discovered a systematic relationship between reading ability and the consistency with which the brain encodes sounds, says Nina Kraus, Hugh Knowles Professor of Neurobiology, Physiology and Communication. […] Our results suggest that good readers profit from a stable neural representation of sound, and that children with inconsistent neural responses are likely at a disadvantage when learning to read, Kraus adds. […] The good news is that response consistency can be improved with auditory training. […] Understanding the biological mechanisms of reading puts us in a better position to both understand how normal reading works and to ameliorate it where it goes awry, says Kraus.

• #62 2019 Update on Dyslexia Research – Scientific Learninglinkedinfacebookpinterestyoutubersstwitterinstagramfacebook-blankrss-blanklinkedin-blankpinterestyoutubetwitterinstagram

  https://www.scilearn.com/2019-update-dyslexia-research/

  This weakly developed structure causes difficulty in perceiving and processing rapidly changing auditory information. […] First, dyslexia is neurological—it is a condition that stems from underlying differences in the brain, which is not the child’s fault. That means that the most effective dyslexia interventions will strengthen these specific underdeveloped areas of the brain. […] Second, dyslexia is a problem of auditory processing. Successful interventions will train the brain to improve auditory processing speed that will in turn improve reading skills.

• #63 What Is Dyslexia? Scientists Uncover Brain Mechanism That Could Lead To Understanding Root Cause

  https://www.medicaldaily.com/what-dyslexia-scientists-uncover-brain-mechanism-could-lead-understanding-root-cause-264481

  Boets argues the practical value of his study for dyslexics is in therapeutic alternatives. Rather than treat the disability through speech processing techniques, which would have little effect in light of the present research, intervention specialists should seek to improve the mechanism by which dyslexics retrieve the phonetic sounds. […] With this new knowledge, it is not unconceivable that we could design more focused and effective interventions that specifically target improving the specific connection between frontal and temporal language regions.

• #64 Neurobiology of Dyslexia

  https://pmc.ncbi.nlm.nih.gov/articles/PMC4293303/

  Neuroimaging findings have reported neural correlates of atypical basic perceptual processes in dyslexia. […] An advantage of understanding dyslexia in terms of basic perceptual processes is that the neural mechanisms of those processes can be studied in animals. […] Progress in understanding the cognitive neuroscience of dyslexia may be approaching translation from basic research to intervention for children who will struggle to read. […] Neuroimaging has identified biomarkers that enhance or outperform current behavioral measures in predicting long-term reading outcomes.

• #65 Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | Translational Psychiatry

  https://www.nature.com/articles/tp2016240

  An alternative approach is to focus on the phenotypes thought to reflect lower-level processes, hypothesizing that individual differences in the areas responsible for reading acquisition might be important end points, better reflective of the underlying biology and more tractable to genetic mapping than behavioral phenotypes. […] Imaging data provide a viable IP for complex neurobehavioral disorders like DD, reducing the inherent complexity of brain functioning and of the intricate clinical outcome of these disorders. […] Future hypothesis-driven imaginggenetic studies should therefore take advantage of recent genetic findings in both animal and human studies to focus their attention on innovative interdisciplinary analyses of well-defined, specific cognitive and sensorial, imaging and selective genetic data.

• #66 Effectiveness and underlying mechanism of the intervention for children with comorbidity between attention deficit hyperactivity disorder and developmental dyslexia

  https://journal.psych.ac.cn/xlkxjz/EN/10.3724/SP.J.1042.2023.00622

  2) Intervention programs based on the common deficit hypothesis. […] Although relevant intervention studies targeting common deficits between ADHD and DD are scarce, previous findings supported the feasibility of these intervention programs and provide some enlightenment for future direction. […] Secondly, more studies with multi-modal techniques are required to explore the etiology of the comorbidity, to systematically evaluate the training effects from the direct, transfer, and retention effects, as well as the possible mechanism underlying the training benefits.

• #67 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Neurobiology helps us understand the processes that drive neurological processes including dyslexia. […] Dyslexia is an alternate term for a specific learning disorder with impairment in reading and is characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities. […] A fundamental knowledge of the various brain regions that are implicated in reading disorders can guide administration of appropriate tailored interventions that may lead to an improvement in reading in those with dyslexia. […] The challenge in conclusively defining the neurobiology of dyslexia is borne from the construct that phonological deficit has multiple components (phonological awareness, impaired lexical retrieval and poor verbal short-term memory), each of which involves different neural networks.

• #68

• #69 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Neurobiology helps us understand the processes that drive neurological processes including dyslexia. […] Dyslexia is an alternate term for a specific learning disorder with impairment in reading and is characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities. […] A fundamental knowledge of the various brain regions that are implicated in reading disorders can guide administration of appropriate tailored interventions that may lead to an improvement in reading in those with dyslexia. […] The challenge in conclusively defining the neurobiology of dyslexia is borne from the construct that phonological deficit has multiple components (phonological awareness, impaired lexical retrieval and poor verbal short-term memory), each of which involves different neural networks.

• #70 2019 Update on Dyslexia Research – Scientific Learninglinkedinfacebookpinterestyoutubersstwitterinstagramfacebook-blankrss-blanklinkedin-blankpinterestyoutubetwitterinstagram

  https://www.scilearn.com/2019-update-dyslexia-research/

  This week, to honor Dyslexia Awareness Month, neuroscientist and Northwestern University professor Dr. Martha Burns presented our 5th annual webinar on updates to dyslexia research. Here are highlights from just two of the 2019 articles that Dr. Burns covered. […] While there is broad consensus that dyslexia is primarily an auditory disorder, rather than a visual one, its precise neural mechanisms are still unclear. Debunking the widely accepted assumption that dyslexia is caused by an atypical structure in the cerebal cortex, an international research team recently discovered a precortical processing weakness in the dyslexic brain. […] In their article in the Journal of Neuroscience, Tschenstscher et al. (2019) report that, compared to neurotypical brains, dyslexic brains have underdeveloped white matter in the fiber tract that connects the left auditory thalamus (medial geniculate body, or MGB) to the auditory cortex (motion-sensitive planum temporale, or mPT).

• #71 Dyslexia: neurobiology, clinical features, evaluation and management

  https://pmc.ncbi.nlm.nih.gov/articles/PMC7082242/

  Not only have these interventions demonstrated an observable improvement in reading and language skills, but they lead to increased neural connectivity and activity, or hyperactivation, in the brains of people with dyslexia. […] The current body of literature endorses a plethora of brain regions that may be implicated in compensation and recovery, suggesting that there is either a large range of changes that can occur with reading interventions or that further research is still needed to establish the exact changes that take place with such interventions.

• #72 A Biological Mechanism For Dyslexia | Science 2.0

  http://www.science20.com/news_articles/biological_mechanism_dyslexia-104150

  By recording the automatic brain wave responses of 100 school-aged children to speech sounds, researchers found that the very best readers encoded the sound most consistently while the poorest readers encoded it with the greatest inconsistency. […] A newly discovered biological mechanism appears to play an important role in the reading process and could lead to helping people with dyslexia. […] „We discovered a systematic relationship between reading ability and the consistency with which the brain encodes sounds,” says Nina Kraus, Professor of Neurobiology at Northwestern. […] „Understanding the biological mechanisms of reading puts us in a better position to both understand how normal reading works and to ameliorate it where it goes awry,” says Kraus. […] „Our results suggest that good readers profit from a stable neural representation of sound, and that children with inconsistent neural responses are likely at a disadvantage when learning to read,” Kraus adds. „The good news is that response consistency can be improved with auditory training.”

• #73 Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms | Translational Psychiatry

  https://www.nature.com/articles/tp2016240

  An alternative approach is to focus on the phenotypes thought to reflect lower-level processes, hypothesizing that individual differences in the areas responsible for reading acquisition might be important end points, better reflective of the underlying biology and more tractable to genetic mapping than behavioral phenotypes. […] Imaging data provide a viable IP for complex neurobehavioral disorders like DD, reducing the inherent complexity of brain functioning and of the intricate clinical outcome of these disorders. […] Future hypothesis-driven imaginggenetic studies should therefore take advantage of recent genetic findings in both animal and human studies to focus their attention on innovative interdisciplinary analyses of well-defined, specific cognitive and sensorial, imaging and selective genetic data.

• #74 2019 Update on Dyslexia Research – Scientific Learninglinkedinfacebookpinterestyoutubersstwitterinstagramfacebook-blankrss-blanklinkedin-blankpinterestyoutubetwitterinstagram

  https://www.scilearn.com/2019-update-dyslexia-research/

  This weakly developed structure causes difficulty in perceiving and processing rapidly changing auditory information. […] First, dyslexia is neurological—it is a condition that stems from underlying differences in the brain, which is not the child’s fault. That means that the most effective dyslexia interventions will strengthen these specific underdeveloped areas of the brain. […] Second, dyslexia is a problem of auditory processing. Successful interventions will train the brain to improve auditory processing speed that will in turn improve reading skills.

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