About this Research Topic
Specialized neural circuits in visual, auditory, sensory, and motor processing, along with complex brain networks engaged in language and executive functions, coordinate the reading. Developmental dyslexia (DD) is one of the most common developmental learning disorders characterized by an inability to acquire typical reading and writing skills, diagnosed with around second grade and prevalent in 10–23% of the population, depending on the language. Children with DD have a significant delay in reading ability and experience than typically developing peers. DD has a negative impact on individual access to higher education across cultures. DD children have difficulty acquiring reading-related skills, such as word reading accuracy, fluency, and comprehension, which cannot be explained by intellectual, neurological, motor, or sensory impairments, or poor learning.
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.
Developmental dyslexia (DD) is a prevalent learning disorder that impairs the acquisition of typical reading and writing skills, affecting approximately 10-23% of the population depending on the language. Children with DD exhibit significant delays in reading ability compared to their typically developing peers, which can hinder their access to higher education and impact their overall quality of life. Despite the absence of intellectual, neurological, motor, or sensory impairments, these children struggle with word reading accuracy, fluency, and comprehension. Current research has identified functional differences in the left-lateralized brain networks involved in reading acquisition. The most studied neurocognitive hypothesis for DD involves impairments in phonological processing, while other hypotheses suggest visual and auditory dysfunctions. However, there remains a need for a more comprehensive understanding of the multifaceted nature of DD, including the potential benefits of a capability-based approach and the role of technology in supporting individuals with dyslexia.
This research topic aims to explore the functional connectivity in developmental dyslexia, with a focus on understanding the neural circuits and brain networks involved in reading and writing. The primary objectives include investigating the longitudinal development of functional and structural brain measures related to reading ability and disability, examining the impact of DD across different cultural contexts, and developing effective training programs to mitigate reading disabilities. Additionally, the research will delve into the genetic correlates of DD through genome-wide studies. By addressing these questions, the research seeks to inform early screening, identification, and intervention strategies, ultimately improving the educational and clinical outcomes for individuals with dyslexia.
To gather further insights into the functional connectivity in developmental dyslexia, we welcome articles addressing, but not limited to, the following themes:
- Functional connectivity in dyslexia
- Longitudinal studies that investigate functional and structural brain measures related to reading ability and disability (dyslexia)
- How dyslexia affects children across different countries and cultures
- The development of specific training to overcome reading disabilities
- Genome-wide studies of genetic correlates of developmental dyslexia
This research topic aims to translate core neuroscience research on the brain and learning to psychologists, logopedists, parents, and policymakers, fostering a multidisciplinary approach to understanding and addressing developmental dyslexia.
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.
Developmental dyslexia (DD) is a prevalent learning disorder that impairs the acquisition of typical reading and writing skills, affecting approximately 10-23% of the population depending on the language. Children with DD exhibit significant delays in reading ability compared to their typically developing peers, which can hinder their access to higher education and impact their overall quality of life. Despite the absence of intellectual, neurological, motor, or sensory impairments, these children struggle with word reading accuracy, fluency, and comprehension. Current research has identified functional differences in the left-lateralized brain networks involved in reading acquisition. The most studied neurocognitive hypothesis for DD involves impairments in phonological processing, while other hypotheses suggest visual and auditory dysfunctions. However, there remains a need for a more comprehensive understanding of the multifaceted nature of DD, including the potential benefits of a capability-based approach and the role of technology in supporting individuals with dyslexia.
This research topic aims to explore the functional connectivity in developmental dyslexia, with a focus on understanding the neural circuits and brain networks involved in reading and writing. The primary objectives include investigating the longitudinal development of functional and structural brain measures related to reading ability and disability, examining the impact of DD across different cultural contexts, and developing effective training programs to mitigate reading disabilities. Additionally, the research will delve into the genetic correlates of DD through genome-wide studies. By addressing these questions, the research seeks to inform early screening, identification, and intervention strategies, ultimately improving the educational and clinical outcomes for individuals with dyslexia.
To gather further insights into the functional connectivity in developmental dyslexia, we welcome articles addressing, but not limited to, the following themes:
- Functional connectivity in dyslexia
- Longitudinal studies that investigate functional and structural brain measures related to reading ability and disability (dyslexia)
- How dyslexia affects children across different countries and cultures
- The development of specific training to overcome reading disabilities
- Genome-wide studies of genetic correlates of developmental dyslexia
This research topic aims to translate core neuroscience research on the brain and learning to psychologists, logopedists, parents, and policymakers, fostering a multidisciplinary approach to understanding and addressing developmental dyslexia.
Keywords: Developmental Dyslexia, Functional Connectivity, Longitudinal Studies, Training, Remediation
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