Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

329
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.
Dyslexia
Dyslexia is a...
329
Language and Cognition01:27

Language and Cognition

514
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
514
Unrealistic Optimism Bias01:30

Unrealistic Optimism Bias

44
Unrealistic optimism bias is the tendency to overestimate the likelihood of positive outcomes. This cognitive bias makes individuals believe they are less likely to experience failures, setbacks, or risks and more likely to succeed than others. For example, people may assume they are less prone to health issues, accidents, or financial struggles than their peers, even when they share similar risk factors.One key component of this bias is the above-average effect, where individuals perceive...
44
Information Processing Approach01:30

Information Processing Approach

232
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
232
Neuroplasticity01:01

Neuroplasticity

971
Neuroplasticity reflects the brain's remarkable capacity to adapt and evolve, responding dynamically to learning, experiences, or injury by reorganizing its neural circuitry. This reorganization involves creating new neural connections and refining old ones through a series of biological processes that contribute to the brain's lifelong development and adaptability.
971
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

454
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
454

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Prevalence of Mental Health Stigma, Help-Seeking Behaviors, and Barriers to Seeking Assistance: A CERA Study of Family Physician Educators.

Family medicine·2026
Same author

The Psychosocial Imprint of Childhood Adversity: How ACEs and Stress Shape Life Satisfaction and Social Connectedness.

Stress and health : journal of the International Society for the Investigation of Stress·2026
Same author

Correction: Defining dyslexia: 2025 revision.

Annals of dyslexia·2026
Same author

Defining dyslexia: 2025 revision.

Annals of dyslexia·2026
Same author

Evaluating the Relative Importance of Seven Language Screening Measures: A Preliminary Investigation.

Language, speech, and hearing services in schools·2025
Same author

(Not so) universal literacy screening: a survey of educators reveals variability in implementation.

Annals of dyslexia·2025

Related Experiment Video

Updated: Oct 25, 2025

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.5K

A Cumulative Risk and Resilience Model of Dyslexia.

Hugh W Catts1, Yaacov Petscher1

  • 1Florida State University, USA.

Journal of Learning Disabilities
|August 9, 2021
PubMed
Summary

Developmental dyslexia is best defined as an unexpected reading disability, not an underlying condition. A cumulative risk-resilience model helps identify and address reading risks early to prevent failure.

Area of Science:

  • Psychology
  • Education
  • Neuroscience

Background:

  • Developmental dyslexia receives significant legislative and research attention.
  • Defining and operationalizing dyslexia presents a major challenge.
  • Current definitions often focus on underlying conditions, complicating intervention.

Purpose of the Study:

  • To propose a new framework for understanding and defining dyslexia.
  • To advocate for viewing dyslexia as an unexpected reading disability.
  • To introduce a risk-resilience model for dyslexia.

Main Methods:

  • Conceptual analysis of dyslexia definitions.
  • Review of evidence for multifactorial causes of dyslexia.
  • Introduction of a risk-resilience model.
Keywords:
dyslexiaearly identification/interventionresilience

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

979
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K

Related Experiment Videos

Last Updated: Oct 25, 2025

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.5K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

979
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K

Main Results:

  • Dyslexia is best conceptualized as a label for unexpected reading disability.
  • A cumulative risk-resilience model explains dyslexia's multifactorial basis.
  • Risk and resilience factors interact to influence reading outcomes.

Conclusions:

  • Viewing dyslexia as an unexpected reading disability supports early, preventive approaches.
  • The risk-resilience model provides a framework for early identification and intervention.
  • Addressing cumulative risk factors is crucial for preventing reading failure.