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February 2012

For older individuals with dyslexia, the demands upon them in school or the workplace are great. It is often assumed that students have acquired sufficient decoding and that their reading struggles are only comprehension related. However, struggling readers with dyslexia may have significant difficulty with word recognition and might not have established skills to identify unfamiliar words. Older students with untreated dyslexia have not benefitted from years of reading and the exposure to various kinds of complex texts. This may put them at a disadvantage with other key aspects of reading such as vocabulary, background knowledge, and comprehension skills. Read More.

We may have an answer to a persistent which-came-first-the-chicken-or-the-egg question about dyslexia.   New imaging research in a study published in the Proceedings of the National Academy of Sciences suggests that brain activity associated with dyslexia occurs even before undertaking the task of learning to read. Previously, it was unclear whether this activity difference results from the struggle to learn to read or predates the difficulty.   Read More.

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