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

Authors

Ola Ozernov-Palchik, Children’s Hospital Boston & Tufts University
Xi Yu, Children’s Hospital Boston & Harvard Medical School
Yingying Wang, Children’s Hospital Boston & Harvard Medical SchoolFollow
Nadine Gaab, Boston Children’s Hospital & Harvard Medical School & Harvard Graduate School of EducationFollow

Document Type

Article

Date of this Version

8-1-2017

Citation

2016 Elsevier Ltd.

Comments

Curr Opin Behav Sci. 2016 August ; 10: 45–58. doi:10.1016/j.cobeha.2016.05.006.

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.