The Modularity of Dyslexia

Abstract

There is a growing interest in understanding dyslexia and the mechanisms involved in reading difficulties. Inquiries into the morphological and physiological changes of the brain have contributed to our increased understanding of reading ability and dyslexia. Similarly, inquiries into brain chemistry and reading provide a neurometabolic framework of dyslexia in terms of poor reading and phonological measures. Also, studies of the genetic etiology of reading yield substantial evidence of genes and SNPs associated with dyslexia. However, little is known about the interface between these distinct areas of knowledge. Therefore, we offer an exhaustive perspective on dyslexia using the idea of modularity by assimilating the findings and implications from the brain morphological, neurophysiological, neurochemical, genetic, and educational insights into dyslexia. We contend that this endeavor will provide a beneficial foundation for aiming at the possibilities of a holistic intervention and informed solutions for reading difficulties.

Joint exome and metabolome analysis in individuals with dyslexia: Evidence for associated dysregulations of olfactory perception and autoimmune functions

“…Dyslexia is thought to be under genetic influence, but despite decades of research, the mechanisms of genetic disruptions are not yet well understood. Dyslexia appears to be highly genetically heterogeneous, as described in various studies and reviews (Carrion-Castillo et al, 2013;Deriziotis & Fisher, 2017;Gialluisi et al, 2020;Graham & Fisher, 2015;Guerra & Cacabelos, 2019;Mascheretti et al, 2017;Rahul & Ponniah, 2021;Scerri & Schulte-Korne, 2010), and as yet an association with the underlying brain functions are only evident for a small number of candidate genes and regions (Carrion-Castillo et al, 2019Giraud & Ramus, 2013;Mascheretti et al, 2017). Similar to autism spectrum disorder (ASD), a neurodevelopmental disorder that shares some cognitive impairments and neuroanatomical differences with dyslexia (Stoodley, 2014;Tsermentseli et al, 2008), dyslexia can be caused by rare disruptions of large effect or by multiple common disruptions, each of small effect.…”

Educational Insights into Dyslexia

“…The etiology of dyslexia is linked to various factors like genetic, neural, and social (Rahul & Ponniah, 2021). Although the exact causes of dyslexia are still unclear, the brain physiology of people with dyslexia manifests differences in development and functions.…”

“I Have Fought This System from the Moment He Stepped Into School”: Exploring Sources of Uncertainty for Mothers of Children With Dyslexia

“…Progress can be slow and frustrating, as students and their families encounter an educational path lined with obstacles along the way (Camilleri et al, 2019). Because children with dyslexia exhibit average or above-average intelligence but continue to struggle with literacy skills (Rahul & Ponniah, 2021), they are frequently misunderstood, and even thought of as unintelligent, unmotivated, or lazy (Thompson et al, 2015). Traditionally, dyslexia has been defined as a discrepancy between reading achievement and intellectual potential as measured by standardized intelligence tests (Tunmer, & Greaney, 2010).…”