Title |
Functional neuroanatomy of developmental dyslexia: the role of orthographic depth
|
---|---|
Published in |
Frontiers in Human Neuroscience, May 2014
|
DOI | 10.3389/fnhum.2014.00347 |
Pubmed ID | |
Authors |
Fabio Richlan |
Abstract |
Orthographic depth (OD) (i.e., the complexity, consistency, or transparency of grapheme-phoneme correspondences in written alphabetic language) plays an important role in the acquisition of reading skills. Correspondingly, developmental dyslexia is characterized by different behavioral manifestations across languages varying in OD. This review focuses on the question of whether these different behavioral manifestations are associated with different functional neuroanatomical manifestations. It provides a review and critique of cross-linguistic brain imaging studies of developmental dyslexia. In addition, it includes an analysis of state-of-the-art functional neuroanatomical models of developmental dyslexia together with orthography-specific predictions derived from these models. These predictions should be tested in future brain imaging studies of typical and atypical reading in order to refine the current neurobiological understanding of developmental dyslexia, especially with respect to orthography-specific and universal aspects. |
X Demographics
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Geographical breakdown
Country | Count | As % |
---|---|---|
United Kingdom | 1 | 33% |
Austria | 1 | 33% |
United States | 1 | 33% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 2 | 67% |
Science communicators (journalists, bloggers, editors) | 1 | 33% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 4 | 2% |
United Kingdom | 2 | 1% |
Austria | 1 | <1% |
Unknown | 165 | 96% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 32 | 19% |
Student > Master | 22 | 13% |
Student > Doctoral Student | 19 | 11% |
Researcher | 18 | 10% |
Student > Bachelor | 15 | 9% |
Other | 34 | 20% |
Unknown | 32 | 19% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 48 | 28% |
Neuroscience | 16 | 9% |
Linguistics | 15 | 9% |
Agricultural and Biological Sciences | 11 | 6% |
Social Sciences | 7 | 4% |
Other | 30 | 17% |
Unknown | 45 | 26% |