Does dyslexia develop from learning the alphabet in the wrong hemisphere? A cognitive neuroscience analysis.
A new perspective is described which views developmental dyslexia as the outcome of learning to write the alphabet in the nondominant (right) hemisphere. The letter-level and whole-word subtypes of dyslexia are seen as differing responses adopted to cope with this predicament. Striking similarities between dyslexics and callosotomy patients in the allocation of covert attention to lateralized stimuli provide direction for integrating a diversity of dyslexic research within this framework. This synthesis, together with information from pure alexia, brain activation, and reading research, lends insight into the neural circuitry of the compensatory strategies adopted by the two dyslexic subtypes.
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D001921:Brain / Q000503:physiopathology*; D002648:Child; D002675:Child, Preschool; D003337:Corpus Callosum / Q000601:surgery; D004410:Dyslexia / Q000175:diagnosis / Q000209:etiology* / Q000503:physiopathology; D005133:Eye Movements / Q000502:physiology; D007839:Functional Laterality / Q000502:physiology*; D006801:Humans; D009415:Nerve Net / Q000502:physiology; D009434:Neural Pathways / Q000033:anatomy & histology / Q000503:physiopathology; D013998:Time Perception / Q000502:physiology; D014706:Verbal Learning / Q000502:physiology*