Articles tagged with Dyslexia
A new report by Coventry University academics suggests that children with reading difficulties should be thoroughly screened for hearing problems. The study found 25% of young participants with reading difficulties had mild or moderate hearing impairment, which their parents and teachers were unaware of.
A new study found that learning to read in adulthood reorganizes deep brain structures, including the thalamus and brainstem, which helps filter visual input. This process enhances reading capabilities, with better alignment of signal timings between brain regions leading to improved navigation through texts.
Researchers found that bilingual people's reading strategies are affected by the languages they speak, leading to a different pattern of reading than monolingual speakers. This discovery has implications for clinical and education practice, including diagnosing dyslexia and developing tailored reading strategies.
Research suggests males are more likely to be diagnosed with dyslexia, possibly due to differences in reading performance and processing speed. Variability in processing speed may also contribute to co-occurring attention deficit/hyperactivity disorder.
Research reveals that individuals with dyslexia have a fundamental brain difference in sensory perception, leading to difficulties in processing speech and written words. Brain activity remains high in both cases, suggesting that they do not adapt as much, while those with better reading skills show greater adaptation levels.
A new study suggests that reduced neural adaptation in people with dyslexia may underlie their difficulty learning to read. This reduced plasticity affects not only reading but also other perceptual tasks, indicating a broader impact on the brain.
A new study from the University of Missouri found a link between working memory and how children learn, suggesting that teaching techniques can be tailored to individual needs. The study suggests that educators can help children with language learning disabilities by reducing information overload and focusing their attention on one task.
A new study found that speech difficulties can predict poor literacy skills at ages 5½ and 8, but effects are mitigated by age. Early language impairment with speech difficulties is a warning sign for significant reading problems.
A new study published in Journal of Child and Adolescent Psychopharmacology found that atomoxetine significantly improved decoding and vocabulary skills in children with dyslexia. The treatment also reduced ADHD symptoms in children with both dyslexia and ADHD or ADHD alone.
Researchers at Yale University found that a large achievement gap between dyslexic and typical readers is already present in first grade. Early screening and reading interventions can help close this gap by implementing programs as early as kindergarten.
A new UC Davis study finds that identifying and addressing dyslexia as early as first grade can close the achievement gap with typical readers. Implementing effective reading programs at younger ages shows promising results in narrowing this disparity.
Researchers at Carnegie Mellon University found that individuals with dyslexia struggle to learn complex auditory categories through procedural learning, which may be an effect of the condition. This suggests that difficulty processing speech may be an outcome of dyslexia rather than its underlying cause.
Research identifies structural and functional brain differences between children with dyslexia and dysgraphia and typical language learners. The study suggests that providing instruction tailored to each specific learning disability is essential.
Researchers used brain scans to forecast early reading difficulties in kindergarteners, finding that white matter development predicts reading ability. The study suggests a new tool for clinicians to spot dyslexia and other reading challenges before they arise.
Researchers mapped the circuitry of dyslexia using functional neuroimaging tools, revealing widespread differences in brain connectivity among dyslexic readers. They found decreased connectivity within the visual pathway and between visual and prefrontal regions, as well as increased right-hemisphere connectivity.
Experts criticize UK dyslexia charities for promoting the use of colored overlays and lenses without discussing the conflicting evidence base. This can lead to individuals spending large amounts of money on unproven products or expecting NHS support. Charities should adopt an evidence-based approach to educate the public on managing re...
A new study published in Journal of Interpersonal Violence found that thirty-five percent of adults with dyslexia reported being physically abused before age 18, compared to seven percent without dyslexia. The study suggests a possible link between childhood physical abuse and the development of dyslexia.
Researchers found that individuals with dyslexia have difficulty shifting attention from visual to auditory stimuli, leading to slower response times. A new approach using action video games may improve literacy skills by training the brain to associate sounds with corresponding letters.
New study finds less gray matter in dyslexic brains is a consequence of poor reading experiences, not the root cause. The research suggests that experience-induced changes in the brain may be responsible for cognitive impairment in dyslexia.
Researchers at the Smithsonian found that e-readers can improve reading speed and comprehension for individuals with dyslexia by displaying short lines of text. This is particularly beneficial for those with visual attention deficits, who struggle to focus on letters within words or words within lines of text.
A study published in PLOS ONE found that e-readers with short lines of text increased reading speed and comprehension among some dyslexic high school students. This suggests that the use of short lines on e-readers may help reduce visual distractions and improve focus for individuals with dyslexia.
A genetic study has identified a network of genes involved in establishing left-right asymmetry in developing embryos, which may influence handedness. The researchers found correlations between handedness and variants in the PCSK6 gene, which is involved in early embryo development.
A new Binghamton University study aims to understand brain activity in children with and without dyslexia, establishing types and degrees of the disorder. The five-year project will help identify brain signatures of people with dyslexia and inform treatments.
A new study has identified genetic variants that can predispose children to dyslexia and language impairment, allowing for earlier diagnoses and more successful interventions. The research found specific parts of the DCDC2 gene, including READ1, to be associated with reading and verbal language difficulties.
A new brain imaging study shows that differences in the visual system do not cause dyslexia, but rather are a result of less reading ability. Children with dyslexia made significant gains in reading after receiving intensive tutoring, and their visual system activity increased.
Research finds significant differences in brain anatomy between males, females, and individuals with dyslexia. The study suggests that dyslexia may manifest differently in each sex, affecting language and sensory processing.
Dyslexic children who played action video games for nine sessions showed significant improvements in reading speed and accuracy compared to non-action gamers. The study's findings suggest that visual attention deficits are at the root of dyslexia and that action video games can enhance visual attention, leading to better reading skills.
Northwestern University researchers found that consistent encoding of sound undergirds the reading process, with unstable representation of sound associated with poorer readers. The study suggests that auditory training can improve response consistency and potentially alleviate dyslexia.
A UK research team has received funding to investigate potential increases in children with autism, dyslexia, and ADHD. The study will analyze two birth cohorts and examine the extent of shared symptoms between the conditions.
Researchers discovered a vital clue to dyslexia's origin, finding that individuals with dyslexia exhibit difficulties in speech perception and extracting phonetic categories. The study, published in PLOS ONE, reveals the phonetic system may be the culprit behind the learning disorder.
Research published in PLOS ONE suggests that dyslexia results from phonetic system impairment, not phonological system impairment as previously thought. The study found Hebrew-speaking students had difficulty discriminating between similar speech sounds but retained ability to track abstract patterns.
Scientists identified a key neural mechanism causing dyslexia, which can be traced back to a malfunction of the medial geniculate body. This discovery provides a foundation for developing potential treatments and compensating strategies for individuals with dyslexia.
Despite advances in scientific understanding and medical treatments, much work remains to be done to fully understand the causes of dyslexia. Early identification and treatment can significantly improve outcomes for children with dyslexia, according to experts.
Researchers found a causal connection between early problems with visual attention and later dyslexia diagnoses. Visual attention deficits were more predictive of reading disorders than language abilities at the prereading stage.
A team of experts at Florida State University is working on a new project to better understand and diagnose dyslexia and other learning disabilities. The research aims to identify the complex interactions among genes and environments that contribute to dyslexia, with the goal of providing early intervention and prevention programs.
A study by Boston Children's Hospital researchers found that brain activity on MRI scans can indicate early signs of dyslexia in preschool-age children. This could lead to earlier intervention and improved outcomes for these children.
Researchers found an abnormality in the early steps of auditory processing in the brain, called 'sampling', linked to dyslexia. Dyslexics exhibited enhanced responses to high-frequency rhythms that interfered with verbal memory.
Research suggests that dyslexic adults struggle to focus due to excessive external noise, leading to impaired reading skills. This study confirms the hypothesis that dyslexia is linked to difficulty filtering out background information.
Researchers used fMRI to compare brain activation patterns of poor readers with and without low IQs. Both groups showed reduced activations in left inferior parietal lobule and fusiform gyrus, indicating impaired phonological processing. This study provides biological evidence against using IQ to diagnose dyslexia.
A recent brain-imaging study challenges the historical understanding of dyslexia by showing that children with reading difficulties have the same brain difficulty in processing sounds regardless of their IQ. This finding could change the way educators help poor readers, as all can benefit from the same interventions.
Research reveals individuals with dyslexia struggle to recognize voices speaking their native language due to phonological impairment. The study's findings suggest that the underlying deficit in dyslexia is linked to difficulty processing spoken language sounds, not reading per se.
Researchers found that children with dyslexia struggle to perceive metrical structure in music, which is critical for phonology in language. Early musical games may provide benefits for learning to read and improve reading skills.
Scientists at Karolinska Institutet discovered that a gene linked to dyslexia, DCDC2, regulates cilia signaling in brain neurons. This finding presents a possible new neurobiological mechanism for dyslexia and highlights the importance of cilia in cell migration and development.
Researchers discovered that the brain processes mirrored words automatically and unconsciously in a matter of milliseconds. This finding opens up new avenues for studying dyslexia and other reading problems.
Researchers at Stanford University School of Medicine used neuroimaging to predict reading skills improvement in teenagers with dyslexia. They found that brain activation patterns and white matter organization were key predictors, suggesting a potential new intervention approach.
A new study finds that brain imaging can predict which children with dyslexia will improve their reading skills, with an accuracy rate of up to 90 percent. The research used advanced brain activity images and identified specific brain areas that indicate future progress.
Two new studies reveal distinct types of reading and writing disorders, including attentional dyslexia, which causes letter migrations between words. Italian dyslexic children's spelling impairments suggest knowledge of vocabulary is crucial in spelling, contradicting previous assumptions.
A collaborative study examines a family with two rare genetic deletions, CNTNAP5 and DOCK4, which are associated with autism and reading difficulties. The research suggests that the CNTNAP5 deletion is linked to autism, while the DOCK4 deletion is co-segregated with reading difficulties.
Researchers found that 9-month-old babies can recognize 'more than' or 'less than' relations across numbers, sizes, and durations of objects. This suggests that humans may be born with a generalized system of magnitude that helps them make predictions about the world from an early age.
Researchers discovered that newborns can learn and respond to tones while asleep, a finding that could lead to early identification of infants at risk for developmental disorders such as autism and dyslexia. The study used EEG recordings to measure brain waves and found that 24 of 26 babies showed neural activity during sleep.
Children with dyslexia exhibit structural differences in white matter fibers that affect the left-hemisphere language network. This disruption impairs reading, articulation, and speech, as the front and back parts of the brain fail to communicate effectively.
Research debunks claims of a link between music and dyslexia, finding no correlation between musical skill and phonological processing; music therapy is unwarranted as a treatment for the condition.
Researchers at UC's College of Design, Architecture, Art, and Planning have developed an online toolkit to help educators assist children with dyslexia. The 'Reading by Design' project uses a multisensory approach to increase reading and retention abilities for children aged 9-11 with dyslexia.
Researchers at Yale School of Medicine found that in typical readers, IQ and reading track together, but in children with dyslexia, they are not linked. Dyslexic individuals can be both bright and struggle with reading due to an uncoupling between cognitive ability and reading ability.
Children with dyslexia have trouble distinguishing speech from noise due to a deficit in the brain's ability to focus on predictable voice pitch. This mechanism is crucial for segregating sound streams and excluding background noise, a common symptom of dyslexia.
Chinese dyslexia is characterized by two disorders: visuospatial deficit and phonological disorder, differing from English dyslexia which primarily affects phonological processing
Researchers used MRI to compare brains of 38 people with dyslexia to a typical brain model, revealing differences in the right cerebellar declive and lentiform nucleus associated with varying language performance. These findings suggest different neuro-cognitive pathologies underlying dyslexia subtypes.
A study published in Current Biology found that people with dyslexia have a different brain activation pattern when integrating letters with speech sounds. This neural deficit may distinguish poor from good readers and offer a promising link to phonology processing difficulties.
A Carnegie Mellon University brain imaging study found that intensive remedial instruction can permanently rewire the brain to overcome reading deficits in dyslexic students. The study showed increased brain activity in cortical regions associated with reading and neural gains solidified over time.
Poor readers achieved brain activation levels seen in skilled readers after 100 hours of extra training. Remedial instruction increased the struggling readers' activation to near normal levels, changing the way their brains activated when comprehending written sentences.