Book contents
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- 8 Neurogenetic Insights into the Origins of Dyslexia and Dyscalculia
- 9 Longitudinal Neural Observation Studies of Dyslexia
- 10 Longitudinal Neural Observation Studies of Dyscalculia
- 11 Neuroplasticity in Response to Reading Intervention
- 12 Neuroplasticity in Response to Mathematical Intervention
- Summary: Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
9 - Longitudinal Neural Observation Studies of Dyslexia
from Part IV - Neurodevelopmental Foundations
Published online by Cambridge University Press: 28 July 2022
- The Cambridge Handbook of Dyslexia and Dyscalculia
- The Cambridge Handbook of Dyslexia and Dyscalculia
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Acknowledgements
- General Introduction
- Part I Theoretical Frameworks and Computational Models
- Part II Cognitive Profiles and Behavioural Manifestations
- Part III Genetic and Environmental Influences
- Part IV Neurodevelopmental Foundations
- 8 Neurogenetic Insights into the Origins of Dyslexia and Dyscalculia
- 9 Longitudinal Neural Observation Studies of Dyslexia
- 10 Longitudinal Neural Observation Studies of Dyscalculia
- 11 Neuroplasticity in Response to Reading Intervention
- 12 Neuroplasticity in Response to Mathematical Intervention
- Summary: Neurodevelopmental Foundations
- Part V Gender, Ethnicity, and Socioeconomic Background
- Part VI Cultural Unity and Diversity
- Part VII Early Prediction
- Part VIII Intervention and Compensation
- Part IX Best Practice – Diagnostics and Prevention
- Part X Best Practice – Schooling and Educational Policy
- General Summary
- References
- Index
- References
Summary
Learning to read is a remarkable feat with extraordinary consequences for cognitive and personal development. This learning process involves substantial changes in the function and structure of underlying brain networks. In most western industrialized societies, these changes take place across several years in early and middle childhood, from the onset of formal schooling at around 5 to 7 years of age to 3rd grade of primary school at around 7 to 9 years. Over this period, brain maturation processes co-occur with cognitive development shaped by learning and literacy experience (Dehaene et al. 2015). Longitudinal designs are useful for disambiguating the contribution of maturational changes from those associated with cognitive development and the individual trajectories of reading skills. This knowledge is important for advancing our understanding of the specific neurodevelopmental basis of both typical reading and dyslexia.
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- The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 162 - 182Publisher: Cambridge University PressPrint publication year: 2022