The Neurobiology of Dyslexia

Autor/inn/en	Kearns, Devin M.; Hancock, Roeland; Hoeft, Fumiko; Pugh, Kenneth R.; Frost, Stephen J.
Titel	The Neurobiology of Dyslexia
Quelle	In: TEACHING Exceptional Children, 51 (2019) 3, S.175-188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kearns, Devin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918820051
Schlagwörter	Neurology; Biology; Dyslexia; Phonics; Reading Difficulties; Reading Instruction; Learning Disabilities; Brain; Brain Hemisphere Functions; Intervention + Suchen Sie Ihr Suchwort? Neurologie; Biologie; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Leseunterricht; Learning handicap; Lernbehinderung; Gehirn
Abstract	Advances in neurobiological research have created new opportunities for understanding and exploring dyslexia. The purpose of this article is to (a) provide a straightforward, although not overly simplified, overview of neurological research on dyslexia and (b) make connections between neurological research and classroom interventions for students with dyslexia. Key ideas are that neuroscience confirms the importance of systematic phonics instruction, neuroimaging has led to new ideas about how dyslexia might be treated, and specific brain regions and pathways are involved in reading. Educational neuroscience remains in early stages, but the immediate relevance for the classroom is emerging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01