Language, speech, and hearing services in schools · 2018
Cognitive Neuroscience of Dyslexia.
СтатьяПоддержка исследования: вне правительства СШАПоддержка правительства СШАОбзорНазвание и аннотация: Перевод в очереди
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D'Mello Anila M, Gabrieli John D E
Аннотация
PURPOSE: This review summarizes what is known about the structural and functional brain bases of dyslexia.
METHOD: We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions.
RESULTS: We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention.
CONCLUSION: Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.
METHOD: We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions.
RESULTS: We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention.
CONCLUSION: Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.