Dyslexia in the 21st century
Sally E Shaywitz1, Jonathan E Shaywitz2, Bennett A Shaywitz1,3
1Department of Pediatrics, Yale University School of Medicine, New Haven, Connecticut.
Current Opinion in Psychiatry
|December 5, 2020
Summary
Recent advances define dyslexia as an unexpected reading difficulty, affecting 20% of the population. Early screening and specialized schools help dyslexic children thrive.
Area of Science:
- Neuroscience
- Developmental Psychology
- Education
Background:
- Dyslexia is characterized by unexpected reading difficulties despite adequate intelligence.
- US federal law (PL 115-391) now recognizes the unexpected nature of dyslexia.
- Functional brain imaging reveals a distinct neural signature for dyslexia.
Purpose of the Study:
- To review recent advances in understanding dyslexia.
- To highlight the prevalence and early identification of dyslexia.
- To emphasize the need for disseminating current knowledge on dyslexia.
Main Methods:
- Review of replicated functional brain imaging studies.
- Analysis of epidemiologic and longitudinal data.
- Evaluation of evidence-based screening tools and specialized educational approaches.
Main Results:
- Dyslexia affects approximately 20% of the population, equally impacting boys and girls.
- The reading achievement gap between dyslexic and typical readers is apparent by first grade.
- Efficient, inexpensive screening tools enable universal screening for at-risk children.
- Specialized schools foster supportive environments for dyslexic students.
Conclusions:
- Current scientific understanding of dyslexia necessitates immediate action.
- Dissemination of 21st-century knowledge is crucial for educators, policymakers, and parents.
- Early identification and intervention are key to supporting dyslexic individuals.
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