Abstract
Orthographic depth (OD) (i.e., the complexity, consistency, or transparency of grapheme-phoneme correspondences in written alphabetic language) plays an important role in the acquisition of reading skills. Correspondingly, developmental dyslexia is characterized by different behavioral manifestations across languages varying in OD. This review focuses on the question of whether these different behavioral manifestations are associated with different functional neuroanatomical manifestations. It provides a review and critique of cross-linguistic brain imaging studies of developmental dyslexia. In addition, it includes an analysis of state-of-the-art functional neuroanatomical models of developmental dyslexia together with orthography-specific predictions derived from these models. These predictions should be tested in future brain imaging studies of typical and atypical reading in order to refine the current neurobiological understanding of developmental dyslexia, especially with respect to orthography-specific and universal aspects.
Highlights
This review focuses on the question of whether these different behavioral manifestations are associated with different functional neuroanatomical manifestations. It provides a review and critique of cross-linguistic brain imaging studies of developmental dyslexia. It includes an analysis of state-of-the-art functional neuroanatomical models of developmental dyslexia together with orthography-specific predictions derived from these models
These predictions should be tested in future brain imaging studies of typical and atypical reading in order to refine the current neurobiological understanding of developmental dyslexia, especially with respect to orthography-specific and universal aspects
I will focus on brain imaging studies and will elaborate on the question of whether different behavioral manifestations of dyslexia across languages may be associated with different functional neuroanatomical manifestations
Summary
This review focuses on the question of whether these different behavioral manifestations are associated with different functional neuroanatomical manifestations It provides a review and critique of cross-linguistic brain imaging studies of developmental dyslexia. It includes an analysis of state-of-the-art functional neuroanatomical models of developmental dyslexia together with orthography-specific predictions derived from these models These predictions should be tested in future brain imaging studies of typical and atypical reading in order to refine the current neurobiological understanding of developmental dyslexia, especially with respect to orthography-specific and universal aspects. In this Review Article I will discuss current advances and future directions in the neurobiological understanding of developmental dyslexia For this purpose, I will focus on brain imaging studies and will elaborate on the question of whether different behavioral manifestations of dyslexia across languages may be associated with different functional neuroanatomical manifestations.
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