01:00 The Reading Brain
08:06 The role of executive function in reading
11:20 Updated view on the Simple View of Reading (SVR)
12:40 Reading impairments versus dyslexia – what is the difference?
14:20 Dyslexia – a historical perspective
18:10 Dyslexia – the education definition
19:45 Dyslexia a multi deficit approach
30:38 Perceptual and cognitive level differences
33:12 Phonological & orthographic deficit theories
38:00 Importance of early intervention
40:20 Individual differences – Each child is unique
43:50 The role of Neuroscience Technology
Many scientists think that the cause of dyslexia is a dysfunctional processing of auditory speech. However, even today, the reasons for these alterations in speech processing remain unknown. Children with dyslexia have considerable problems at school and are under great emotional pressure both at school and in the family. Adults with dyslexia frequently feel ashamed of their weakness and try to hide it from their social and professional environment.
- First, dyslexia is neurological—it is a condition that stems from underlying differences in the brain, which is not the child’s fault. That means that the most effective dyslexia interventions will strengthen these specific underdeveloped areas of the brain.
- Second, dyslexia is a problem of auditory processing. Successful interventions will train the brain to improve auditory processing speed that will in turn improve reading skills.
Read and watch the full webinar on Read their minds: An Update on Dyslexia Research and Brain Based Remediation.