Abstract
Developmental dyslexia is a reading disorder unrelated to intellectual disability, inadequate teaching systems or poor motivation for schooling. The first attempts to understand such difficulty of learning to read, connected the problem to a primary ‘visual defect’. Since then, several models have been developed. In the last decades, autopsy and histopathological studies on the brain of developmental dyslexics provided neuroanatomical evidence of structural and morphological differences between the normal and dyslexic brains. Furthermore, neuroimaging studies allowed to understand the neural systems of reading and dyslexia. According to more recent studies, developmental dyslexia appears as a language-related neurodevelopmental disorder with a deficit in phonological decoding and visuospatial organization of the language code. Therefore, dyslexia is viewed as a multicomponential and complex disorder. Consequently, rehabilitation should be aimed at both the recovery of linguistic decoding processes and the improvement of visuo-spatial and attentional processes. This brief overview should be a valuable tool for a deeper understanding of dyslexic disorder. Literature searches in Medline, PsycINFO, EMBASE, Scopus, PubMed, Web of Science identified one hundred articles focusing attention on how this disorder has been considered over the years.
Highlights
It is not the difficulty to learn reading associated to intellectual disability, or to sensory deficits that impair the grapheme-phoneme conversion, or to education and cultural deprivation, or to psychopathological conditions that can modulate the relational, psychological or emotional problems of the child.[4,5]
The aim of the current study was to collect an overview of the references reporting brain of developmental dyslexics provided the researchers to reach some certainties: 1. a brief history of reading disorder, referred neuroanatomical evidence of structural and Reading disorders may occur despite a good to as developmental dyslexia, over the morphological differences between the nor- intelligence, a good verbal comprehension years
Pre-1990 articles have been deficit in phonological decoding and visuo- cult to correctly read the written names of excluded from the analysis, except for some spatial organization of the language code. the same objects and can revert, omit, sub- to describe the historical excursus of the dyslexia is viewed as a multi- stitute written letters or words, showing dif- theoretical models on developmental componential and complex disorder. ficulty in decoding the symbolic written dyslexia
Summary
Misunderstandings about dyslexia have fairly distant historical roots, and several clinical and research studies have contributed, over the years, to understanding dyslexia, still today there are many outdesign of the study: PS, LV, MC; references search: EM, LV, MC, GMGP; drafting the paper: PS, FFO, MC, EM, RM; Revising the paper: PS, LV, FFO, EM, MC, GMGP, RM.All the authors read and approved the final manuscript. N autopsy and histopathological studies on the what developmental dyslexia is not.[3] It is not the difficulty to learn reading associated to intellectual disability, or to sensory deficits (visual, auditory) that impair the grapheme-phoneme conversion, or to education and cultural deprivation, or to psychopathological conditions that can modulate the relational, psychological or emotional problems of the child.[4,5] Each of these clinical, psychological or social conditions can give rise to learning reading difficulties. ©Copyright: the Author(s), 2020 Licensee PAGEPress, Italy Pediatric Reports 2020; 12:8505 doi:10.4081/pr.2020.8505
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