title: The role of neuroscience in the remediation of students with dyslexia.
abstract: Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, spelling and decoding abilities. Research findings agree that these and other observed behavioral manifestations largely result from a deficit in the phonological component of language. However, conflicting theories on the exact nature of the phonological deficit have given rise to divergent treatment approaches. Recent advances in functional brain imaging and genetics have allowed these theories to be examined more closely. If implemented appropriately, commercial programs can be effective in identifying dyslexia. Treatment of dyslexia has been advanced through neuroscience, yet further study is needed to provide rigorous, reproducible findings that will sustain commercial approaches.
authors.affiliation: Center for the Study of Learning, Georgetown University Medical Center, Building D, 4000 Reservoir Road, Washington, DC 20057, USA. edeng@georgetown.edu
authors.forename: Guinevere F
authors.initials: GF
authors.lastname: Eden
authors.forename: Louisa
authors.initials: L
authors.lastname: Moats
mesh_terms: D001921:Brain / Q000254:growth & development / Q000473:pathology / Q000503:physiopathology*; D002648:Child; D004410:Dyslexia / Q000503:physiopathology* / Q000523:psychology / Q000534:rehabilitation*; D006801:Humans; D007807:Language Tests / Q000592:standards; D007808:Language Therapy / Q000379:methods / Q000523:psychology / Q000639:trends; D010700:Phonetics; D011932:Reading; D013067:Speech Perception / Q000502:physiology; D014705:Verbal Behavior / Q000502:physiology*