Abstract
The acquisition of reading by children is supported by deep changes in the brain systems devoted to vision and to language. The visual system controls the deployment of attention and gaze across texts, and identifies rapidly letters and their order within words. The output of those processes is fed to the language system, giving access to sounds and meaning. This expertize rests upon the interplay of numerous connected brain areas, and hence may be impaired in a broad variety of manners following brain lesions in literate individuals, resulting in acquired dyslexias. In this article, we review the main types of acquired dyslexias, their clinical features, pathophysiology, and anatomical correlates.
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