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9. Functional Disruption in the Organization of the Brain for Reading in Dyslexia

Author

Shaywitz, Sally E., Shaywitz, Bennett A., Pugh, Kenneth R., Fulbright, Robert K., Constable, R. Todd, Mencl, W. Einar, Shankweiler, Donald P., Liberman, Alvin M., Skudlarski, Pawel, Fletcher, Jack M., Katz, Leonard, Marchione, Karen E., Lacadie, Cheryl, Gatenby, Christopher, and Gore, John C.

Published
1998

10. Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices

Author

Lyon, G. Reid, Shaywitz, Sally E., and Shaywitz, Bennett A.

Abstract

Representing a dramatic shift in education thinking, converging evidence now supports a reliance on findings from rigorous scientific research to guide education policy initiatives in the United States. Particularly for early reading instruction, scientific research has provided the framework for establishing the most effective measures for the identification, remediation, and even prevention of reading difficulties in school-age children. Recent advances in imaging technology, particularly the development of functional magnetic resonance imaging, provide evidence of the neurobiological mechanisms in reading and reading difficulties. These imaging studies show that the brain systems for reading are malleable and that the neural systems for reading in struggling readers may be facilitated by provision of an evidence-based, effective reading intervention. The new science of reading offers the promise for more precise identification and effective management of reading difficulties in children, adolescents, and adults. (Contains 101 notes.)

Published
2005
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11. A Definition of Dyslexia.

Author

Lyon, G. Reid, Shaywitz, Sally E., and Shaywitz, Bennett A.

Abstract

This paper elaborates on components of a working definition of developmental dyslexia proposed in 1995 by G. R. Lyon. The 2003 revised definition, based on converging scientific evidence, was developed by a working group of the International Dyslexia Association. The new definition notes the condition's neurobiologic origin and typical presence of a deficit in the phonological component of language. (Contains references.) (DB)

Published
2003

12. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis.

Author

Stuebing, Karla K., Fletcher, Jack M., LeDoux, Josette M., Lyon, G. Reid, Shaywitz, Sally E., and Shaywitz, Bennett A.

Abstract

Conducted a meta-analysis of 46 studies addressing the validity of classifying poor readers by the discrepancy between IQ and reading skills. Children who are poor readers but do not display such a discrepancy are not eligible for special education under the learning disability category. Results provide little evidence in support of the validity of the IQ-discrepancy classification. (SLD)

Published
2002

19. DCDC2 is associated with reading disability and modulates neuronal development in the brain

Author

Meng, Haiying, Smith, Shelley D., Hager, Karl, Held, Matthew, Liud, Jonathan, Olson, Richard K., Pennington, Bruce F., DeFries, John C., Gelernter, Joel, O'Reilly-Pol, Thomas, Somlo, Stefan, Skudlarski, Pawel, Shaywitz, Sally E., Shaywitz, Bennett A., Marchione, Karen, Wang, Yu, Paramasivam, Murugan, LoTurco, Joseph J., Page, Grier P., and Gruen, Jeffrey R.

Subjects
Reading disability -- Research, Neurons -- Research, Science and technology
Abstract

DYX2 on 6p22 is the most replicated reading disability (RD) locus. By saturating a previously identified peak of association with single nucleotide polymorphism markers, we identified a large polymorphic deletion that encodes tandem repeats of putative brain-related transcription factor binding sites in intron 2 of DCDC2. Alleles of this compound repeat are in significant disequilibrium with multiple reading traits. RT-PCR data show that DCDC2 localizes to the regions of the brain where fluent reading occurs, and RNA interference studies show that down-regulation alters neuronal migration. The statistical and functional studies are complementary and are consistent with the latest clinical imaging data for RD. Thus, we propose that DCDC2 is a candidate gene for RD. dyslexia | DYX2 | disequilibrium | haplotype | doublecortin

Published
2005

21. The neurobiology of reading and dyslexia

Author

Shaywitz, Sally E. and Shaywitz, Bennett A.

Subjects
Dyslexia -- Physiological aspects, Dyslexia -- Causes of, Reading -- Physiological aspects, Neurophysiology -- Evaluation
Abstract

Developmental dyslexia is defined as an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading and who [...]

Published
2007

22. How Should Medical Schools Respond to Students with Dyslexia?

Author

Romberg, Frederick, Shaywitz, Bennett A., and Shaywitz, Sally E.

Subjects
MEDICAL schools, CORPORATE culture, DISCRIMINATION (Sociology), DYSLEXIA, STUDENTS with disabilities, SCHOOL administration, SELF-disclosure, SOCIAL stigma, ACADEMIC accommodations, PSYCHOLOGY
Abstract

We examine the dilemmas faced by a medical student with dyslexia who wonders whether he should "out" himself to faculty to receive the accommodations entitled by federal law. We first discuss scientific evidence on dyslexia's prevalence, unexpected nature, and neurobiology. We then examine the experiences of medical students who have revealed their dyslexia to illustrate the point that, far too often, attending physicians who know little about dyslexia can misperceive the motives or behavior of students with dyslexia. Because ignorance and misperception of dyslexia can result in bias against students with dyslexia, we strongly recommend a mandatory course for faculty that provides a basic scientific and clinical overview of dyslexia to facilitate greater understanding of dyslexia and support for students with dyslexia. [ABSTRACT FROM AUTHOR]

Published
2016
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