Category Archives: Research

Schools still fail Dyslectics

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Dyslexia: News from the web:

While scientists estimate that between 5 and 12 percent of children in the United States have dyslexia, just 4.5 percent of students in public schools are diagnosed with a “specific learning disability,” a category that includes dyslexia and other learning disabilities, according to the National Center for Education Statistics. In addition, while schools routinely screen children for hearing impairment, a problem that occurs much less frequently than dyslexia, screening for dyslexia is rare.

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ADHD, Dyslexia, Athletes and Concussions

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Dyslexia: News from the web:

Risk factors for concussion are plentiful—playing soccer, playing football, having a prior concussion, being female. In an addition to the scientific to-do list, a new report is calling for researchers and to pay attention to something else that seems to make concussions more likely: learning disabilities.

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Deaf Children worse in reading compared with Dyslectics

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Dyslexia: News from the web:

The British education system is neglecting the needs of severely and profoundly deaf children, many of whom have major reading difficulties, according to new research from City, University of London.

In one of the largest studies of its kind, funded by the Nuffield Foundation, the researchers found that over half of the  involved who communicated using spoken language and four fifths of those who used  had reading difficulties at least as severe as those faced by   with dyslexia, and in some cases they were more severe.

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A new view on Dyslexia

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Dyslexia: News from the web:

Researchers used ultra-high-resolution structural magnetic resonance imaging (MRI), diffusion MRI, and probabilistic tractography to investigate the structural connections of the visual sensory pathway in dyslexia in vivo. They discovered that individuals with dyslexia have reduced structural connections in the direct pathway between the left visual thalamus (lateral geniculate nucleus [LGN]) and left middle temporal area V5/MT, but not between the left LGN and left primary visual cortex. In addition, left V5/MT-LGN connectivity strength correlated with rapid naming abilities—a key deficit in dyslexia .

These findings provide the first evidence of specific structural alterations in the connections between the sensory thalamus and cortex in developmental dyslexia. The results challenge current standard models and provide novel evidence for the importance of cortico-thalamic interactions in explaining dyslexia.

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