A well-written overview of dyslexia, research and OG interventions. Published by Decoding Dyslexia-OH. The link brings you to Part 1 of a four part article. Links to the other sections are provided at the end of each part.
See Brain. See Brain Read…
This July 2014 article from the American Psychological Association is short, but includes excellent information regarding the impact of targeted interventions for specific reading disorders. EXCERPT: “By using brain images to study reading, psychologists and their colleagues in medicine and education have found a biological explanation for the 2004 finding that research-based teaching can significantly improve how students with dyslexia read and spell. Researchers have also found evidence that effective instruction normalizes brain function.”
Brain scans show dyslexia, dysgraphia require different types of treatment
Article covering research completed at the University of Washington.
Dyslexia More Difficult in English, French
“A new study of the brain disorder that causes difficulty in reading and writing shows that simple languages, like Italian, are easier for dyslexics to decode than English and French. That’s because Italian words are spelled the way they are pronounced, unlike many words in English and French.”
Students with Dyslexia Solve Math Differently
Short summary of research out of the brain research lab at Georgetown.
Dyslexic Tendencies
This article includes a graphic of brain imaging. “But let’s be clear: someone with a learning disability is not disabled from learning. First, we were not born to read; our brains rewire themselves to do so, and some brains have difficulty during that rewiring process.”
How Children Learn To Read
Wonderful article in The New Yorker! “Hoeft’s goal isn’t just to understand the neuroscience of how children read. Neuroscience is the tool to figure out a much broader question: How should early reading education work?”
Reading, more neuroscience than rocket science; or what the telescope and brain-imaging have in common
Article out of Massachusetts on the neurobiological existence of dyslexia and the importance of appropriate instruction.