By Denise Douce
“Strong evidence indicates that the skills needed for acquiring reading successfully develop in the years before children enter kindergarten—but how early, and in what form?” asks theme editor, Guinevere F. Eden, Ph.D., Director of the Center for the Study of Learning at Georgetown University. “Can they be captured with brain-based measures?”
Dr. Eden and her Co-Theme Editor, Nadine Gaab, Ph.D., Associate Professor of Pediatrics at Boston Children’s Hospital and the Harvard Medical School, address these issues and more in the winter issue of Perspectives on Language and Literacy, “Early Identification and Treatment of Dyslexia: A Brain-based Perspective.” Drs. Eden and Gaab and the other contributors to this special issue highlight the research that uses brain-based measures to determine the etiology of dyslexia and related learning disabilities, facilitate its identification prior to the onset of reading instruction, and understand the neural correlates of successful reading intervention.
The authors contributing to this issue are eminent researchers, best described as neuroscientists, whose work has been supported by the National Institutes of Health, in some cases for several decades. A complete list of the article titles and authors follows:
Tackling the Early Identification of Dyslexia with the Help of Neuroimaging
by Ola Ozernov-Palchik and Nadine Gaab
Identifying Early Literacy Practices That Impact Brain Processing and Behavior
by Victoria Molfese, Dennis Molfese, and Amanda Prokasky
Early Screening and Intervention of Infants at High Risk for Developmental Language Disorders: The Role of Nonlinguistic Rapid Auditory Processing
by April A. Benasich, Naseem Choudhury, Sue Peters, and Silvia Ortiz-Mantilla
Neurobiology and Reading Interventions: From Predicting Outcomes to Tracking Changes
by Laura A. Barquero and Laurie E. Cutting
If you are a member of the International Dyslexia Association (IDA), the winter issue is already on its way to your mailbox. If you are not a member, join IDA today to learn more about exciting developments in brain research and other important research that informs effective instruction in the classroom.
Denise Douce, Director of Publications and Communications
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