Articles tagged with Dyslexia
A study published by the American Academy of Neurology found that individuals with trouble reading quickly exhibit brain abnormalities in their white matter. The researchers discovered a specific type of dyslexia affecting these individuals, which was linked to disruptions in their white matter fibers.
Researchers found that disorganized white matter in the brain, particularly circuitous connections and poor organization, may cause slow reading in individuals with dyslexia. The study suggests that white-matter integrity and organization play a crucial role in reading fluency.
A brain-imaging study found that sound training can correct the sound processing problem in dyslexic children, leading to improved reading. The study suggests new ways of treating dyslexia, such as musical training, and may help clinicians diagnose dyslexia even before reading begins.
Researchers at the University of Washington used functional MRI to study brain connectivity in dyslexic children. A three-week instructional program improved their ability to connect letters and sounds, normalizing brain activity patterns. The study suggests that temporal connectivity is crucial for reading skills.
Researchers propose that dyslexia stems from faulty filters for irrelevant data, struggling to form solid mental categories for identifying letters and word sounds. Training in noisy conditions may help supplement existing interventions and improve reading abilities.
Florida State University has been awarded a $6-million grant from the federal government to conduct research on learning disabilities and dyslexia in children. The center will enable FSU researchers to conduct behavioral and genetic studies involving thousands of Florida children with dyslexia.
Dyslexic children exhibited different patterns of brain activity when performing language tasks related to spelling, but their brains normalized after receiving specialized instruction. The study found that a developmental approach to teaching spelling was most effective in improving dyslexic children's spelling skills.
A German-Swedish team has identified a single gene, DCDC2, as an important factor in the emergence of dyslexia. The gene appears to affect the migration of nerve cells in the developing brain, with frequent changes found among dyslexics.
Researchers identified the DCDC2 gene as a significant contributor to dyslexia, disrupting brain circuitry that enables reading. The study's findings have the potential to lead to early and accurate diagnoses, as well as more effective educational programs for individuals with dyslexia.
Dyslexia researchers propose that the condition stems from difficulty in filtering out visual noise, affecting pattern recognition and language comprehension. The study suggests that programs helping children form sharper perceptual categories could supplement existing interventions.
Researchers found that dyslexic children struggle to ignore 'noise' and isolate relevant visual and auditory cues, leading to reading problems. This ability is crucial for learning to read, as it allows individuals to distinguish between sounds in words.
Researchers at the University of Washington have identified separate genes that influence decoding speed and accuracy in individuals with dyslexia. The study, published in Molecular Psychiatry, found that genetic influences on speed and accuracy are distinct, with chromosome 2 playing a significant role.
A gene called KIAA0319 has been identified as a major contributor to susceptibility to dyslexia. The discovery offers hope for the development of treatments to help children with the disorder.
Research reveals that adult dyslexics can improve visual and auditory reading skills through intensive training, accompanied by increased brain activity in specific regions.
A new study finds that adult dyslexics can improve their reading skills with a phonological intervention program, revealing potential for late-life literacy gains. The brain scans also showed activity changes in specific regions, including the right hemisphere, as a way to compensate for deficiencies.
Researchers found that adults with dyslexia who received phonics-based instruction showed significant improvements in reading ability, including gains of 6-23% in text reading and phonetic awareness. The study also revealed changes in brain activity associated with phonetic processing.
Reduced gray matter volume, particularly in language centers, is associated with dyslexia. The study supports the effectiveness of intensive reading remediation therapy.
A recent study found that boys are at least twice as likely to have dyslexia and reading difficulties as girls. The research suggests that early identification and intervention are crucial for providing effective treatment, and highlights the need for educational programmes to address boys' emerging disabilities.
Research reveals that specialized teaching can give dyslexic brains a 'jump start,' activating key areas used by normal readers. Training the meaning word form and sounds improves ability to analyze sounds and words in specific brain regions.
Researchers at the University of Washington developed an instructional intervention that helps dyslexic children use the same brain areas as normal readers, leading to better reading ability. The study found improvements in both sound and visual form coding skills, as well as cross-language coding.
Researchers used fMRI to study brain activity in people with dyslexia, finding increased visual pathway activation during auditory tasks, linked to poorer performance. The findings suggest abnormal cross-modal sensory processing may be a fundamental deficit in dyslexia.
Researchers found that people with dyslexia integrate visual and auditory information differently than good readers, suggesting a sensory integration deficit underlying reading difficulties. This discovery could lead to a simple test for early diagnosis and more effective teaching approaches.
Research identifies specific brain areas affected in children with dyslexia, suggesting a neurological basis for reading difficulties. Effective teaching can improve reading skills by changing brain activation patterns.
A three-week training program based on National Reading Panel principles improved brain activation patterns and reading performance in children with dyslexia. Dyslexic children showed significant improvements after the program, demonstrating that instruction can strengthen existing brain circuits rather than rewiring them.
A new study confirmed Dr. Samuel Orton's hypothesis that children 'turn off' the right hemisphere of their brain as they become accomplished readers. The research also found that different phonological skills relate to activity in different parts of the brain when children read.
A new study at Stanford University found that dyslexic children's brains begin to function more normally after participating in an eight-week training program. The program helped participants better understand rapidly changing sounds, leading to improved reading scores and brain activity.
A novel treatment for dyslexia significantly improves reading skills in children and shows brain changes as they learn. The study's findings suggest that with the right instruction, dyslexic brains can become more efficient at processing language, leading to improved reading abilities.
Researchers have correctly predicted dyslexia in 8-year-olds from brain waves just hours after birth, suggesting earlier detection could reduce reading problems. The study suggests selective damage to nerves in the fetal brain may cause dyslexia and that early intervention could be beneficial.
A study using fMRI technology reveals impaired brain function in individuals with dyslexia when performing phonetic reading tasks. Dyslexic readers showed reduced activity in the angular gyrus and superior temporal gyrus brain regions.
A Wake Forest University study found that poor readers' brains differ physiologically from normal readers, with the thalamus being less active. This could lead to pre-clinical diagnosis and understanding of reading genetics, stages of reading, and potentially therapeutic interventions for dyslexia.
A study by NIH scientists found that individuals with dyslexia exhibit no activation in the V5/MT brain area, which specializes in movement perception. This suggests trouble processing specific visual information and may contribute to reading disabilities characteristic of dyslexia.