A review of the neurobiological basis of dyslexia in the adult population

Ferrer, Manuel Soriano; Martínez, E. Piedra

doi:10.1016/j.nrleng.2014.08.008

Cited by 8 publications

(11 citation statements)

References 90 publications

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“…As long regular readers benefit from successful synchronization between different cerebral systems related to visual, auditory, and semantic processes during reading, dyslexics present asynchrony between the visual and auditory systems in the brain, termed the asynchrony phenomenon ( Breznitz, 2002 ; Nergård-Nilssen and Hulme, 2014 ). At the same time, the meta-analysis from Soriano-Ferrer and Piedra Martínez (2017) about neurobiological basis of Dyslexia confirms the absence of hemispheric lateralization in dyslexic children and adults during written language tasks.…”

Section: Introductionmentioning

confidence: 57%

“…Symptoms in adult life are presented differently due to the occurrence of compensatory behaviors and strategies developed to minimize reading and academic or non-academic impairments ( Schelke et al, 2017 ). Therefore, compensatory mechanisms are developed throughout the life-span to reduce functional impairment such as greater activation of the left superior temporal region and inferior parietal region in working memory tasks, as well as greater activation of the left inferior frontal gyrus in phonological discrimination tasks ( Nergård-Nilssen and Hulme, 2014 ; Soriano-Ferrer and Piedra Martínez, 2017 ; Mahé et al, 2018 ). However, neurobiological and cognitive markers of dyslexia remain over their lifetime ( Schelke et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Although difficulties in cognitive skills such as working memory, phonological awareness, and rapid automatic naming are also present in adulthood, difficulties in reading and writing skills are the main cognitive markers ( Soriano-Ferrer and Piedra Martínez, 2017 ; Carioti et al, 2021 ). One of the main indicators of adult dyslexia is spelling and letter problems stemming from a lack of orthographic knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Silva

Oliveira²,

Cardoso³

et al. 2022

Front. Psychol.

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Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centro-parietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile.

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Section: Introductionmentioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Silva

Oliveira²,

Cardoso³

et al. 2022

Front. Psychol.

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“…Besides, Terras (2016) points out that "dyslexia impacts negatively upon self-esteem, socio-emotional well-being, relationships, education, and career choice" (p. 1). However, Soriano-Ferrer and Piedra Martínez (2017) highlight that those reading difficulties transcend the academic/cognitive domain, negatively affecting the affective-motivational plane. They said that internalizing problems, such as anxiety and depressive symptoms, are a constant among people with dyslexia in adulthood.…”

Section: Dyslexiamentioning

confidence: 99%

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

Cuervo-Rodríguez

Castañeda-Trujillo

2021

HOW

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This article deals with the particularities two pre-service English language teachers have due to they have dyslexia. This study’s main intention was to understand how the participants constructed their identities as English teachers while dealing with discrimination, negative feelings, and not understanding teachers. We collected the data through interviews that served to write the two pre-service teachers’ narratives. The narrative analysis showed that pre-service English language teachers who suffer from apparently superficial difficulties must hide most of the time to avoid discrimination. We conclude that teacher educators’ role is essential in identity construction processes, especially when pre-service teachers face certain conditions that may affect their performance as language learners and as language teachers. Additionally, it was evident that resilient teachers can make strength from their weaknesses.

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“…When the studies on the brain structures of individuals with dyslexia are examined, it is observed that the right or left hemispheres of the brain do not develop or underdevelop and are thin and narrow compared to normal individuals. [5,6] It is known to have difficulties in pronouncing and deciphering words. [7] Dyslexia, which is a brain disease associated with finger recognition, right and left discrimination, visual screen defects, difficulty in learning hours, is actually more than a reading disorder.…”

mentioning

confidence: 99%

Dyslexia

Demirtaş¹

2020

JEB Med Sci

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Dyslexia is known as a type of learning disorder that manifests itself in the problem of reading and reading comprehension. There are many scientific studies on dyslexia. When these studies are examined carefully, it is seen that dyslexia is more focused on its limitations than its strengths. It is known that some brains with dyslexia have been different and special since history, and what makes these extraordinary individuals differentiate from everyone else is that their brain structures are different, and dyslexic geniuses make great contributions and discoveries to lead the world. Although there have been many researches on the origin of being a genius, there are almost no researches on dyslexic genius brains. In this article, while examining the relationship between dyslexia and brain, intelligence and genius, Einstein, a genius with dyslexia, and his brain structure are emphasized.

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A review of the neurobiological basis of dyslexia in the adult population

Cited by 8 publications

References 90 publications

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects

Dyslexic Individuals’ Narratives on their Process of Becoming English Language Teachers

Dyslexia

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