Lessons to be learned: How a comprehensive neurobiological framework of atypical reading development can inform educational practice

Ola Ozernov-Palchik, Xi Yu, Yingying Wang, Nadine Gaab

Research output: Contribution to journalReview article

13 Scopus citations

Abstract

Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.

Original languageEnglish (US)
Pages (from-to)45-58
Number of pages14
JournalCurrent Opinion in Behavioral Sciences
Volume10
DOIs
StatePublished - Aug 1 2016

ASJC Scopus subject areas

  • Cognitive Neuroscience
  • Psychiatry and Mental health
  • Behavioral Neuroscience

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