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Dislexia del desarrollo Dislexia del desarrollo.

Jean-François Démonet1, Margot J Taylor, Yves Chaix

  • 1INSERM U455, Hôpital Purpan, IFR 96, Toulouse, France. demonet@toulouse.inserm.fr

Lancet (London, England)
|May 4, 2004
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Resumen

La dislexia del desarrollo, una discapacidad específica de lectura, tiene orígenes biológicos y a menudo implica trastornos fonológicos. La neuroimagen revela alteraciones en la actividad cerebral y la conectividad en individuos con dislexia, que pueden mejorar con intervenciones.

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Área de la Ciencia:

  • La neurociencia es la neurociencia.
  • Genética La genética.
  • Psicología del desarrollo Psicología del desarrollo.

Sus antecedentes:

  • La dislexia del desarrollo, o discapacidad específica de lectura, afecta a niños con inteligencia normal y habilidades sensoriales, que se manifiestan como déficits de lectura.
  • La evidencia apunta a un origen biológico y una prevalencia de trastornos fonológicos, a pesar de la variabilidad significativa en la presentación y las condiciones concurrentes.
  • Las teorías existentes exploran los fundamentos cognitivos y neurológicos de la dislexia.

Objetivo del estudio:

  • Para resumir la comprensión actual de los aspectos biológicos, genéticos y neurológicos de la dislexia del desarrollo.
  • Para resaltar los hallazgos de estudios genéticos y de neuroimagen relacionados con la dislexia.
  • Para discutir las implicaciones de los cambios en la actividad cerebral en respuesta a las intervenciones de lectura.

Principales métodos:

  • Revisión de estudios genéticos que identifican los loci asociados con una discapacidad específica de lectura.
  • Análisis de estudios de neuroimagen que examinan la actividad cerebral y la conectividad en individuos con dislexia.
  • Examen de la investigación sobre los efectos de las intervenciones correctivas en la función cerebral.

Principales resultados:

  • Los estudios genéticos indican dislexia por influencia de múltiples loci, pero las correlaciones directas síntoma-locus siguen siendo escurridizas.
  • La neuroimagen revela una actividad y conectividad deterioradas en regiones cerebrales críticas para el lenguaje (por ejemplo, giro fusiforme izquierdo) en individuos con dislexia.
  • Se observan cambios en la actividad cerebral después de las intervenciones correctivas, lo que sugiere un potencial de mejora.

Conclusiones:

  • La dislexia del desarrollo es un trastorno biológicamente arraigado con un componente fonológico significativo.
  • Las diferencias neurológicas, incluida la alteración de la función cerebral y la conectividad, son características de la dislexia.
  • Las intervenciones pueden tener un impacto positivo en los patrones de actividad cerebral asociados con la lectura en personas con dislexia.