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E801: Action 3.5: Reading, Dyslexia and the Brain

Goswami, U. (2009) 'Reading, Dyslexia and the Brain' in Fletcher-Campbell, F., Soler, J. & Reid, G. Approaching Difficulties in Literacy Development: Assessment, Pedagogy and Programmes. Chichester, Sage.

  • The importance of locating neural sites for reading
    Can provide evidence to prove/disprove theories such as determination as to where reading begins
  • The role of developmental differences
    'High degree of consistency in neural networks recruited by novice and expert readers' (p.13)
    'reading related activity in the brain becomes more left lateralised with development' (p.13)
    [This seems intuitive to me as novice readers start by reading aloud and then move to silent reading with lip movement and then to fully silent reading]
  • How neuro-biological understanding can inform intervention
    Single route model of reading development
    Reading did not become left-lateralised (p.15)
    Hypoactivation of areas on the left with atypical continued use of areas on the right (p.18)
    Atypical auditory processing (p.19)
  • The role of brain imaging as a research methodology that can enhance our understanding of developmental dyslexia
    Wide range of functional problems so difficult to equate participants (p.14)
    Must use same techniques (p.14)
    Problems with equating groups - e.g. is difference due to non-dyslexics having greater expertise? (p.15)

Reid, G. (2009) Dyslexia: a Practitioners Handbook. Chichester, Wiley-Blackwell. Chapter 2- Causal modelling framework

Frith, U. (2002) 'Resolving the paradoxes of dyslexia' in Reid, G. & Wearmouth, J. (eds.) Dyslexia and Literacy, Theory and Practice. Chichester, John Wiley & Sons.

3 levels: behavioural, cognitive, biological (over-lapping)


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