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. Behavioral remediation, especially at a youn...
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| Veröffentlicht in: | Science (American Association for the Advancement of Science) 2009-07, Vol.325 (5938), p.280-283 |
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| description | 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. |
| doi_str_mv | 10.1126/science.1171999 |
| format | Article |
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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. 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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. 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| source | MEDLINE; Jstor Complete Legacy; Science journals (American Association for the Advancement of Science = AAAS) |
| subjects | Articulation Disorders Biological and medical sciences Brain - pathology Brain - physiopathology Brain Mapping Child Child clinical studies Child development Child, Preschool Children Cognition & reasoning Cognitive neuroscience Dyslexia Dyslexia - physiopathology Dyslexia - prevention & control Dyslexia - psychology Dyslexia - therapy Education Humans Infant Infants Information processing Language and communication disorders Medical sciences Neuroimaging Neuronal Plasticity Neurosciences Phonetics Phonological awareness Phonology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Reading difficulties Reading instruction Remedial Teaching Review Speech Perception Teaching methods Visual Perception |
| title | Dyslexia: A New Synergy Between Education and Cognitive Neuroscience |
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