Management of dyslexia, its rationale, and underlying neurobiology.
Developmental dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. Dyslexia is the most common and most carefully studied of the learning disabilities, affecting 80% of all individuals identified as learning disabled. Although in the past the diagnosis and implications of dyslexia were often uncertain, recent advances in the knowledge of the epidemiology, the neurobiology, the genetics, and the cognitive influences on the disorder now allow the disorder to be approached within the framework of a traditional medical model. This article reviews these advances and their implications for the approach to patients presenting with a possible reading disability.
Shaywitz
Sally E
SE
Department of Pediatrics, Division of Child Neurology, Yale University School of Medicine, PO Box 333, New Haven, CT 06510-8064, USA. sally.shaywitz@yale.edu
Gruen
Jeffrey R
JR
Shaywitz
Bennett A
BA
D001921:Brain / Q000503:physiopathology*; D002675:Child, Preschool; D003072:Cognition Disorders / Q000503:physiopathology; D004410:Dyslexia / Q000235:genetics / Q000503:physiopathology* / Q000628:therapy*; D006801:Humans; D008279:Magnetic Resonance Imaging; D013067:Speech Perception / Q000502:physiology