About this Research Topic
Children with DD show functional differences in the left-lateralized complex brain network that is remapped for reading acquisition. The most studied neurocognitive hypothesis for DD is those for the impairment of the ability to perceive and manipulate the sounds of spoken words. Other influential hypotheses concern visual and/or auditory dysfunctions affecting reading acquisition. This topic can include different perspectives on dyslexia from different contexts and research, the results of which have the potential to improve the experiences of people with dyslexia. The topic can highlight the importance of taking a capability-based approach rather than a deficit-based one.
This topic also aims to discuss the use of technology and its framework from languishing to thriving with dyslexia. Longitudinal studies examine whether functional and structural brain measures are related to reading ability and disability (dyslexia) in young children, how they develop over time, and in the context of a multiple deficit model that illustrates reading disability as the result of multiple risk and protective factors. Understanding the early trajectories of reading development, behaviorally and in the brain, will allow a better understanding of the etiological basis of reading disabilities and help inform early screening, identification, and remediation, and is essential to enable the development of individualized pedagogical and neurocognitive stimulation, remediation and intervention strategies. The potential implications of these strategies can be discussed for clinical and educational practice.
Recent studies have investigated learning-related changes in resting and task-specific functional connectivity in normal readers and a group with DD, in which poor abilities in reading and writing are related to several brain regions served cognitive processes, important to reading. Intensive training induces changes in functional connectivity between and within neural networks important for literacy skills. Since crucial for finding employment and social acceptance are reading and writing abilities, the development of specific training to overcome these deficits is an important part of this topic.
This topic could attempt to translate core neuroscience research on the brain and learning to the psychologist, logopedics, parents, and government policy.
We welcome investigators across the world to submit their work focusing on, but not limited to the following topics:
1. Functional connectivity in dyslexia;
2. Longitudinal studies that investigate functional and structural brain measures related to reading ability and disability (dyslexia);
3. How dyslexia affects children across different countries and cultures;
4. The development of specific training to overcome reading disabilities;
5. Genome-wide studies of genetic correlates of developmental dyslexia.
All types of articles, including Original Research, Review, Perspective, and Mini Review, are welcome.
Keywords: Developmental Dyslexia, Functional Connectivity, Longitudinal Studies, Training, Remediation
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.