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Specific learning disabilities, and above all developmental dyslexia, the most common and best studiedform, concerns approximately 6-8% of the population of children of school-age, and 4% of adults. The goal of this article is to present the main developments made in recent years in the field. First, the recent publication of the DSM-5 has significantly changed the nosography of these disorders, suggesting to use the generic term "specific learning disabilities " to refer to all reading, calculating or writing disorders, thus confirming the clinical evidence of their frequent association and suggesting common mechanisms. Simi- larly, neuroscientific research, for a long time limited to the sole study of reading disorders, considered to reflect poor installation, largely genetic in origin, of underlying phonological processes, is currently moving towards more general mechanisms such as a lack of connectivity and multimodality integration, better explaining not only the variability of symptoms and their associations, but also the effect of cultural and environmentalfactors in addition to genetic factors. These new data, however remain very incomplete and further research building on neuroimaging methods should, in the future, provide standardized and scientifi- cally validated protocols both in terms of screening, prevention and rehabilitation as well of compensation.