In:Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 29–49
Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability
Published online: 21 December 2017
https://doi.org/10.1075/z.206.03pug
https://doi.org/10.1075/z.206.03pug
Good reading skills are crucial for success
in the modern world. Reading disability (RD) is characterized as a
brain-based difficulty in acquiring fluent decoding skill, usually
associated with problems in operating on the phonological structures
of language. In this chapter we briefly review recent findings from
our lab and others which indicate that atypically developing
children fail to organize a coherent attention and reading
“circuits” that in typically developing (TD) readers comes online to
support skilled processing. New discoveries on how
gene-brain-behavior pathways in young children interact with
environment and how all this impacts language development and
reading outcomes. We also provide a brief overview of the latest
research from our lab and others on the brain basis of treatment and
remediation of language, attention and literacy challenges.
Article outline
- 1.Introduction
- 2.Neurobiological studies of skilled reading/writing
- 2.1Reading beyond the word: Sentence processing and text comprehension
- 2.2Bilingualism, literacy, and the brain
- 2.3SES, literacy, and the brain
- 3.Neurobiological studies of atypical reading
- 3.1Functional differences in RD
- 3.2Structural (neuroanatomic) differences in RD
- 3.3Neurochemistry, neural noise and links reading disability
- 4.Developmental changes in the reading circuitry in TD and RD readers
- 5.Remediation and neuroplasticity in reading disability
- 6.Conclusions
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