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12 - Neural Predictors of Developmental Dyslexia

from Part II - Cross-Linguistic Perspectives on Developmental Dyslexia

Published online by Cambridge University Press:  27 September 2019

By
Elizabeth S. Norton ,
John D. E. Gabrieli  and
Nadine Gaab
Edited by
Ludo Verhoeven ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
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Summary

Dyslexia, or difficulty in learning to read that is not caused by a sensory deficit or lack of effort or education, affects readers of all languages (Caravolas,2005). Based on this definition, dyslexia cannot be diagnosed until children have demonstrated trouble with reading acquisition. However, it would be ideal to identify which children will go on develop reading problems before they struggle or fail to learn to read. Children who are identified early and who receive early intervention are likely to have better reading outcomes (Bowyer-Crane et al., 2008; Torgesen, 2004; Schatschneider & Torgesen, 2004; Vellutino, Scanlon, & Tanzman, 1998) and may suffer fewer of the negative consequences associated with poor reading. Further, an understanding of which children are at greatest risk for reading difficulties would allow educators and clinicians to allocate limited intervention resources to students who need them most. Extensive behavioral research has sought to answer this question and yet models predicting reading are rarely employed in practice.

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Chapter
Information
Developmental Dyslexia across Languages and Writing Systems , pp. 253 - 276
Publisher: Cambridge University Press
Print publication year: 2019

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