What is Dyslexia?
“Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. In individuals with adult onset of dyslexia, it usually occurs as a result of brain injury or in the context of dementia; this contrasts with individuals with dyslexia who simply were never identified as children or adolescents. Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia” NIH.gov.
What is the prognosis?
“For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program” NIH.gov.
More news and infromation from the Dyslexia Foundation
“The Journey of an IDEA"Presented at Dyslexia and Literacy: Understanding Executive functions, language, and reading, on Friday, October 18th, 2019. The UCLA Meyer and Renee Luskin Conference CenterMaryanne Wolf, Ph.D. Maryanne Wolf is a scholar, a teacher, and an...read more
EXTRAORDINARY BRAIN SYMPOSIUM XVI All about Language: Science, Theory, and Practice Неделя языка: эксперименты, теория, практика St. Petersburg, Russia May 28—June 1, 2018. The meeting will include various language-related topics with targeted speakers in...read more
Secretary DeVos Convenes Parent Roundtable to Mark National Learning Disabilities and Dyslexia Awareness Month OCTOBER 25, 2017 Contact: Press Office, (202) 401-1576, email@example.com WASHINGTON – As part of the Department's recognition of National Learning...read more
By: Anne Trafton | MIT News Office | Original Post | August 8, 2016 Pathways that exist before kids learn to read may determine development of brain’s word recognition area. A new study from MIT reveals that a brain region dedicated to reading has connections for that...read more
RESEARCH INDICATES THAT CHILDREN AT RISK FOR DYSLEXIA CAN BE IDENTIFIED BEFORE THEY BEGIN SCHOOL BY LEAH SHAFER, IMAN RASTEGARI, ON JUNE 14, 2016 9:25 AM (Boston Children's Hospital) Are we looking for dyslexia too late? Ongoing research at Boston Children’s Hospital...read more
A UConn study of how the human brain reads has implications for teaching and improving reading skills.
SHARELINES .@UConn research reveals what happens inside the #brain when a person is reading: A UConn study of how the human brain reads has implications for teaching and improving reading skills. Researchers at the University of Connecticut and their colleagues have...read more
Investigating the Influences of Language Delay and/or Familial Risk for Dyslexia on Brain Structure in 5-Year-Olds
Early language delay has often been associated with atypical language/literacy development. Neuroimaging studies further indicate functional disruptions during language and print processing in school-age children with a retrospective report of early language delay. Behavioral data of 114 5-year-olds with a retrospective report of early language delay in infancy (N = 34) and those without (N = 80) and with a familial risk for dyslexia and those without are presentedread more
Bracelet purchases will allow The Dyslexia Foundation sponsor teachers to attend our fall conference and other events held by the Foundation.read more