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

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Brain Laterality in Dyslexia Seen during Literacy Development and Early Training.

Turid Helland¹

¹Department of Biological and Medical Psychology, University of Bergen, 5020 Bergen, Norway.

|September 28, 2024

Summary

Children with dyslexia show different brain hemisphere development for language compared to typical learners. Early literacy training appears to influence brain activity in both hemispheres for children with dyslexia.

Keywords:

brain lateralization dichotic listening dyslexia evidence-based training literacy stages

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Assessment of Cerebral Lateralization in Children using Functional Transcranial Doppler Ultrasound fTCD

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Published on: September 27, 2010

Area of Science:

Neuroscience
Developmental Psychology
Education

Background:

Language processing typically shifts to left hemisphere dominance during literacy acquisition.
Children with dyslexia often exhibit atypical patterns in brain lateralization for language.

Purpose of the Study:

To investigate the developmental trajectory of brain laterality for language in children with and without dyslexia before and during literacy acquisition.
To assess the impact of early, evidence-based literacy training on brain lateralization in these groups.

Main Methods:

Longitudinal study involving Dichotic Listening (DL) tests to assess brain laterality.
Participants included a typical group and a dyslexia group, assessed yearly from ages 5 to 11.
Both groups received annual literacy training sessions from ages 5 to 7.

Main Results:

Typical group: Shift from no ear advantage (age 6) to right ear advantage (left hemisphere dominance) by ages 8 and 11.
Dyslexia group: Right ear advantage (right hemisphere dominance) at age 6, with increasing scores but no ear dominance by age 11.
Evidence-based training showed potential effects on both hemispheres in the dyslexia group.

Conclusions:

Dyslexia is associated with distinct developmental patterns of brain lateralization for language.
Early, evidence-based literacy interventions may influence hemispheric involvement in children with dyslexia.
Further research is warranted to understand the long-term effects of training on brain organization in dyslexia.