Dyslexia Research

There has been a lot of scientific studies done on dyslexia and this page is dedicated to it. Those who say dyslexia is just a myth, aren’t correct.  Throughout the years, doctors and scientist have proven with science dyslexia exists. These researchers have revealed dyslexia is a trueth through brain scans, showing that the dyslexics brain is different from the normal brain. This page was made to show there studies and articles.

Brain Scans Shed Light on Dyslexia

New brain scans reveal more about how the minds of people with dyslexia work.The key problem seems to be a mismatch between seeing the letter and connecting it to the sound it represents or vice-versa, said researchers from the University of Maastricht in the Netherlands. In addition to enhancing basic knowledge of this learning disability, the researchers hope the findings will lead to more effective interventions for the problem…. read more

Interview with Dr. Sally Shaywitz author of Overcoming Dyslexia 

 - The Brain and Dyslexia – What Brain Imaging Can and Can’t Tell Us About Reading Difficulties. read article

Adnormal processing of visual motion in dyslexia realed by functional brain imaging,

It is widely accepted that dyslexics have deficits in reading and phonological awareness, but there is increasing evidence that they also exhibit visual processing abnormalities that may be confined to….. read more

Dyslexia-specific brain activation profile becomes normal following successful remedial training

Objectives: To examine changes in the spatiotemporal brain activation profiles associated with successful completion of an intensive intervention program in individual dyslexic children…. read more

Functional disruption in the organization of the brain for reading in dyslexia

Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping the alphabetic characters onto the spoken word. To find the location and extent of the functional disruption in neural systems that underlies this impairment, we used functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis. Brain activation patterns differed significantly between the groups with dyslexic readers showing relative underactivation in posterior regions (Wernicke’s area, the angular gyrus, and striate cortex) and relative overactivation in an anterior region (inferior frontal gyrus). These results support a conclusion that the impairment in dyslexia is phonologic in nature and that these brain activation patterns may provide a neural signature for this impairment….. read more

A structural–functional basis for dyslexia in the cortex of Chinese readers

Developmental dyslexia is a neurobiologically based disorder that affects ≈5–17% of school children and is characterized by a severe impairment in reading skill acquisition. For readers of alphabetic (e.g., English) languages, recent neuroimaging studies have demonstrated that dyslexia is associated with weak reading-related activity in left temporoparietal and occipitotemporal regions, and this activity difference may reflect reductions in gray matter volume in these areas. Here, we find different structural and functional abnormalities in dyslexic readers of Chinese, a nonalphabetic language. Compared with normally developing controls, children with impaired reading in logographic Chinese exhibited reduced gray matter volume in a left middle frontal gyrus region previously shown to be important for Chinese reading and writing. Using functional MRI to study language-related activation of cortical regions in dyslexics, we found reduced activation in this same left middle frontal gyrus region in Chinese dyslexics versus controls,…. read more

Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI

The biological basis for developmental dyslexia remains unknown. Research has suggested that a fundamental deficit in dyslexia is the inability to process sensory input that enters the nervous system rapidly and that deficits in processing rapid acoustic information are associated with impaired reading. Functional magnetic resonance imaging (fMRI) was used to identify the brain basis of rapid acoustic processing in normal readers and to discover the status of that response in dyslexic readers. Normal readers showed left prefrontal activity in response to rapidly changing, relative to slowly changing, nonlinguistic acoustic stimuli. Dyslexic readers showed no differential left frontal response… read more

Functional connectivity of the angular gyrus in normal reading and dyslexia

The classic neurologic model for reading, based on studies of patients with acquired alexia, hypothesizes functional linkages between the angular gyrus in the left hemisphere and visual association areas in the occipital and temporal lobes. The angular gyrus also is thought to have functional links with posterior language areas (e.g., Wernicke’s area), because it is presumed to be involved in mapping visually presented inputs onto linguistic representations. Using positron emission tomography , we demonstrate in normal men that regional cerebral blood flow in the left angular gyrus shows strong within-task, across-subjects correlations (i.e., functional connectivity) with regional cerebral blood flow in extrastriate occipital and temporal lobe regions during single word reading. In contrast, the left angular gyrus is functionally disconnected from these regions in men with persistent developmental dyslexia, suggesting that the anatomical disconnection of the left angular gyrus from other brain regions that are part of the “normal” brain reading network in many cases of acquired alexia is mirrored by its functional disconnection in developmental dyslexia…. read more

Disruption of Posterior Brain Systems for Reading in Children with Developmental Dyslexia

Dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence, motivation, and schooling considered necessary for accurate and fluent reading (Shaywitz 1998).It represents one of the most common problems affecting children and adults with prevalence rates ranging from 5 to 17.5% (Shaywitz 1998). Such data have led “the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH)[to] consider reading failure to reflect not only an educationalproblem, but a significant public health problem as well” (Lyon 1998)…. Read more

Brain abnormalities underlying altered activation in dyslexia: a voxel based morphometry study

Developmental dyslexia has been classically defined as a specific difficulty in the acquisition of reading and writing in spite of preserved general intelligence, learning opportunity, motivation or sensory acuity (Critchley, 1970; World Health Organization, 1993). The assumption that dyslexia is a developmental disorder of genetic origin with a neurological basis (Smith et al., 1998) is relatively recent…. read more

Instructional treatment associated with changes in the brain activation in Children with dyslexia

Developmental dyslexia is a genetically based Language disorder marked by an unusual difficulty for age and verbal ability in learning to read and spell words….read more