Developmental dyslexia was until recently considered to belong solely in the domain of educational psychology. With the advent of better theories on language and reading, and better methods for assessing the structure and function of living human brains and for determining genetic transmission, dyslexia is now poised to become a focal concern of cognitive neuroscience, neurology, and genetic research. Still unresolved are questions relating to how much a reading disability represents a normal variation or a separate pathological entity, and whether the cognitive disorder is primarily cognitive, or secondary to a disorder in early perception. Recent findings from neuroanatomy, neurophysiology, neuropsychology, and genetics research are reviewed. (This review is an updated version of a review first published in Current Opinion In Neurology and Neurosurgery 1992, 5:71-76.)
BATON ROUGE – This Sunday, a group of students are preparing to start their third week back in school. Louisiana Key Academy, a charter school for children with dyslexia, is the first school in the capital region to return to the classroom, and two parents played a big role in reopening the school.
The Bensons found a way to add another layer of safety to these protocols. Brian created software that allowed patients to answer some questions and find out if they needed to go into the doctor’s office. That quickly shifted into making a symptom screening software for schools.
Ruadhán Jones discusses how children can improve their word skills at home Many parents have struggled to effectively help their children with schoolwork during lockdown; for parents of children with dyslexia, it’s even more challenging. Experts suggest that around 10% of children in Ireland are affected by dyslexia. This suggests that there are many school…