Reframing Dyslexia: Ancient Genes, Modern Skill

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A large study published in the Journal of Speech, Language, and Hearing Research systematically analyzes the genes that have so far been proposed to be involved in specific reading disability (SRD) — commonly called dyslexia, a term the authors consider inappropriate.

Questions about the genetic origins of SRD first arose in 1983. Since then, scientists have wondered whether reading problems stem from specific genes that emerged during human evolution or from a much older genetic basis.

The study suggests SRD originates from subtle alterations in very ancient genetic networks that predate modern humans and are shared by many vertebrates. Those networks are central to brain development and synaptic transmission, which helps explain why SRD often coexists with other neurodevelopmental disorders.

Stanford Study Finds Evidence-Based Reading Intervention Physically Rewires the Dyslexic Brain

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Key findings include:

  • Children who received intervention improved their reading levels by approximately one grade level in eight weeks.
  • The Visual Word Form Area (VWFA), the brain region critical for fluent word recognition, grew larger and more detectable in students who received instruction.
  • The VWFA did not show comparable growth in students who received no instruction.
  • Some neurological differences persisted one year later, confirming that dyslexia reflects enduring brain traits alongside the brain’s capacity for change.

Read more about it HERE

Daily Inspiration: Meet Aimee Rodenroth

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Today we’d like to introduce you to Aimee Rodenroth.

Alright, so thank you so much for sharing your story and insight with our readers. To kick things off, can you tell us a bit about how you got started?
I earned my Bachelor’s degree in Education from the University of North Texas in 1991. In 1992, I began my career in public education as a dyslexia teacher with a local school district, where I served for several years.

Committed to advancing my expertise in structured literacy and dyslexia intervention, I became a Certified Academic Language Therapist (CALT) in 2006. In 2018, I further expanded my professional qualifications by earning my Qualified Instructor (QI) certification through Southern Methodist University.

In 2021, I transitioned from public education to serve as a subject-matter expert in dyslexia for an educational technology company. During this time, I also collaborated with the Texas Education Agency as part of a team responsible for delivering virtual teacher training in a state-approved dyslexia curriculum.

Read the full article HERE

92% of Middle Schoolers Fail Timed Reading Test

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More than 9 out of 10 elementary and middle school students fail to properly read school textbook content, according to a study. It was also confirmed that students addicted to smartphones and short-form videos (short videos) tend to have lower vocabulary skills.

This newspaper obtained and analyzed a literacy test report conducted by the Chungnam Office of Education in 2024 through the office of Democratic Party of Korea lawmaker Jin Sun-mi. The results showed that 98% of elementary students and 92% of middle school students failed to finish reading given textbook passages within the allotted time. The test, conducted with the Dyslexia and Literacy Research Institute, involved 145 middle school students (grades 1–3) and 97 third-grade elementary students.

Read more HERE