Neuropsychological Perspective on Dyslexia

Abstract

The aim of this chapter is to offer a neuropsychological approach to dyslexia. Firstly, the definition of dyslexia is addressed, as a specific learning disability that is neuropsychological in origin. Secondly, the clinical manifestations of dyslexia are discussed: academic, cognitive-linguistic, and socio-emotional. Thirdly, the main clinical explanations are explored, based on genetic theories (familial and twin heritability) and neurological theories, mainly neuroanatomical (brain asymmetry, corpus callosum morphology, cerebellar morphology, and variations in grey/white matter) and neurophysiological hypotheses (magnocellular system, connectivity between brain areas, and functional activity of brain areas). Finally, the main bases of an adequate neuropsychological intervention are detailed, such as training in visual perception, auditory perception, phonological processing, and orthographic processing.

Neuropsychological diagnostics and correction of reading disorders in visually impaired children

“…Some neuropsychological characteristics were significantly lower in children with a vision disorder. There was a significant difference between groups in the following 12 Reading problems were the focus of our attention, because it was for these problems that professional help was sought. Frequency analysis of a Total Reading Score for the control and experimental groups was performed.…”

“…Considering the contribution to our understanding of neuropsychological abnormalities in children by the Luria's neuropsychological theory, Glozman and colleagues reviewed the effects of an increase in the level of formation of neuropsychological factors with an increase in child's age on difficulties in mastering reading skills (a technique of text reading and comprehension). Glozman presented a neuropsychological approach to reading learning difficulties, the technique being focused on the comprehensive explanation of psychological, genetic and neurological bases for mechanisms of reading [12].…”

Emotional Adjustment among Adolescent Students with and without Specific Learning Disabilities

“…SLD have been defined as significant disorders in the cognitive processes involved in learning that substantially interfere with school performance and in daily and school activities and are not determined by an intellectual, physical, or sensory disability; severe emotional disorder; lack of opportunities; or sociocultural factors [14]. The cognitive-linguistic manifestations of students with SLD can relate to visual-spatial perception, auditory perception, or speech perception; verbal or phonological memory; knowledge of letters; prosody; phonological awareness; rapid automatic naming; executive function; and vocabulary, among others [15,16]. These academic and cognitive-linguistic deficits can produce a relevant and limiting emotional effect, which can trigger school drop-out, mental health difficulties, and high levels of psychological distress [11][12][13].…”