Reading and Neurodevelopmental Disorder

*Neurodevelopment and Neurodevelopmental Disorder*

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Chapter 6

Abstract

1. Introduction

actions displayed.

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Bobbie Jean Koen

The Neurobiological Development

This chapter offers an extensive review of current and foundational research literature on the neurodevelopment of dyslexia and reading fluency worldwide. The impact of different languages and their orthographies on the acquisition of phonological analysis and orthographical features by beginning readers is explored. Contributions from the Psycholinguistic Grain Size Theory and new assessments, i.e. rapid automatized naming, have focused and advanced the understanding of slow phonological and visual processing skills. Recently, the development of new definitions of fluency has led to a proposed continuum of automatized decoding and processing skills required for students of English. Computer technology has enhanced the use of visual hemisphere-specific stimulation to affect the

neurodevelopment of efficient word retrieval pathways and to increase reading speed. Processes for subtyping students based on reading behaviors and then stimulating a particular hemisphere of the brain with the fast presentation of words and phrases have been found to change levels of activation in key brain locations and increase the fluent processing of connected text. Newer technologies such as diffusion tensor imaging, while somewhat suspect, may provide the evidence that ultimately will document the changes in communication between regions of interest

Keywords: dyslexia, rapid automatized naming (RAN), phonological processing, visual processing, visual hemisphere-specific stimulation (VHSS), fluency

The worldwide narrative around fluency has grown dramatically in the last 10 years. This surge in interest has been driven, perhaps, by new working definitions of fluency, and the growing realization that different languages pose variable challenges to students with dyslexia who exhibit problems with reading fluency. While analyzing their own language's nuances, researchers have inundated these students with behavioral measures of nonverbal and verbal intelligence, reading accuracy, phonological skill, spelling, orthographic patterns, short-term memory, vocabulary – receptive and expressive, visual information processing and memory, and speed of processing. Through these various behavioral assessments, the strengths and weaknesses of struggling readers of every language are quantified, modeled and correlated to describe the multitude of possible different literacy

regulating the automaticity of brain functions in reading.

of Reading Fluency
