title: Developmental Learning Disorders: From Generic Interventions to Individualized Remediation.
abstract: Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and attention-deficit/hyperactivity disorder (ADHD). Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions.
authors.affiliation: Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand.
authors.forename: David
authors.initials: D
authors.lastname: Moreau
authors.affiliation: Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand.
authors.forename: Karen E
authors.initials: KE
authors.lastname: Waldie
keywords: ADHD; cognitive remediation; developmental learning disorders; dyslexia; fMRI; genetics; neural correlates; training interventions