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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Advancing Dyslexia Assessment in Children Through Computerized Testing

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Abnormal attentional internetwork link in dyslexic readers.

Liat Goldfarb¹, Shelley Shaul

¹Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa.

Neuropsychology

|September 18, 2013

Summary

This summary is machine-generated.

Dyslexic readers show impaired attention networks. Their orienting attention system is uniquely and negatively linked to their alerting attention system, unlike in typical readers.

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Assessing Dyslexia at Six Year of Age

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Published on: May 1, 2020

Area of Science:

Cognitive Neuroscience
Developmental Psychology
Neurobiology of Attention

Background:

Attention comprises distinct networks: executive, orienting, and alerting.
The right temporoparietal junction (TPJ) may regulate interactions between orienting and alerting systems.
Abnormal right TPJ function is implicated in dyslexia.

Purpose of the Study:

To investigate the independence of orienting and alerting attention systems in dyslexic readers.
To examine behavioral differences in attention network performance between dyslexic and typical readers.

Main Methods:

Utilized the Attention Network Test (ANT), a nonlinguistic measure of attention systems.
Compared ANT performance in dyslexic readers against a control group of typical readers.

Main Results:

Dyslexic readers exhibited impairments in executive and orienting attention networks.
A novel finding revealed abnormal, negative correlations between the orienting and alerting systems in dyslexia.

Conclusions:

Dyslexia is associated with widespread, abnormal nonlinguistic attentional networks.
In dyslexic individuals, typically separate attention systems appear abnormally interrelated.