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La Dislexia del Desarrollo: Gen, Cerebro y Cognición Developmental Dyslexia: Gen, Brain, and Cognition

O déficit em consciência fonológica e sua rela o com a dislexia: diagnóstico e interven o The deficit in phonological awareness and its relation with dyslexia: diagnosis and intervention

Interven o precoce em escolares de risco para a dislexia: revis o da literatura Early intervention in students at risk for dyslexia: literature review

Associa o da dislexia do desenvolvimento com comorbidade emocional: um estudo de caso Association between developmental dyslexia and emotional co-morbidity: case report

Allophonic Perception in Dyslexia: An Overview / Percepción alofónica en la dislexia: una revisión

Eficácia do treinamento de habilidades fonológicas em crian as de risco para dislexia Efficacy of phonological skills training program in children under risk of dyslexia

Coordena o motora fina de escolares com dislexia e transtorno do déficit de aten o e hiperatividade Fine motor coordination of students with dyslexia and attention deficit disorder with hiperactivity

Eficácia terapêutica do programa de remedia o fonológica em escolares com dislexia do desenvolvimento Therapeutic effectiveness of phonological remediation program in students with developmental dyslexia

Prevalência da dissocia o óculo-manual em crian as com dislexia do desenvolvimento = Prevalence of eye-hand preference dissociation in childrens with development dyslexia

Desempenho de escolares com distúrbio de aprendizagem e dislexia em testes de processamento auditivo Performance of students with learning disabilities and dyslexia on auditory processing tests

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Re-Defining Dyslexia: Accounting for variability/Redefiniendo la dislexia: explicando la variabilidad

Keywords: Developmental dyslexia , Multi-factorial deficit , Review.

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Abstract:

The scientific effervescence that reigns around developmental dyslexia is explained by the difficult challenge that consists of ascribing this handicap to a single cause whilst multiple profiles of dyslexic patients can be observed. In this chapter, we start by presenting the main neuro-cognitive hypotheses that aim to explain dyslexia. We then review the multidimensional nature of dyslexia, and discuss the necessity of using a common diagnostic criteria to improve our understanding of its true nature. We then conclude by presenting promising work connecting cerebral endophenotypes and behavioral phenotypes highlighting the need for a multi-factorial rather than mono-theoretical account of developmental dyslexia.

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