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The role of neuroscience in the remediation of students with dyslexia


Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, spelling and decoding abilities. Research findings agree that these and other observed behavioral manifestations largely result from a deficit in the phonological component of language. However, conflicting theories on the exact nature of the phonological deficit have given rise to divergent treatment approaches. Recent advances in functional brain imaging and genetics have allowed these theories to be examined more closely. If implemented appropriately, commercial programs can be effective in identifying dyslexia. Treatment of dyslexia has been advanced through neuroscience, yet further study is needed to provide rigorous, reproducible findings that will sustain commercial approaches.

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Figure 1: An example of a brain examined at postmortem.
Figure 2: During word processing, dyslexics in French, Italian and English speaking countries, despite their inherent differences in language systems, all show less activity than controls at the occipito-temporal junction of the left hemisphere.


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The authors are supported by the National Institute of Child Health and Human Development (NICHD).

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Correspondence to Guinevere F. Eden.

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Eden, G., Moats, L. The role of neuroscience in the remediation of students with dyslexia. Nat Neurosci 5, 1080–1084 (2002).

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