How the Science of Reading Informs 21st-Century Education

Published by the International Literacy Association Reading Research Quarterly, 0(0) pp. 1–16 | doi:10.1002/rrq.352 © 2020 International Literacy Association. Yaacov Petscher Sonia Q. Cabell Hugh W. Catts Donald L. Compton Barbara R. Foorman Sara A. Hart Christopher...

Multifactorial pathways facilitate resilience among kindergartners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at-risk children…

What Factors Facilitate Resilience in Developmental Dyslexia? Examining Protective and Compensatory Mechanisms Across the Neurodevelopmental Trajectory

Published in CHILD DEVELOPMENT PERSPECTIVES – Developmental dyslexia is a specific learning disability characterized by deficits reading single words. Dyslexia is heritable and has been associated with neural alterations in regions of the left hemisphere in the brain. Cognitive and neural atypicalities have been observed before children with familial risk for dyslexia begin reading, yet children who are at risk subsequently develop reading abilities on a continuum from good to poor.

Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills

Published February 2020 – Developmental dyslexia affects 40–60% of children with a familial risk (FHD+) compared to a general prevalence of 5–10%. Despite the increased risk, about half of FHD+ children develop typical reading abilities (FHD+Typical). Yet the underlying neural characteristics of favorable reading outcomes in at-risk children remain unknown. Utilizing a retrospective, longitudinal approach, this study examined whether putative protective neural mechanisms can be observed in FHD+Typical at the prereading stage.