Genetics and Neuroscience in Dyslexia: Perspectives for Education and Remediation
Version of Record online: 7 DEC 2007
2007 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 1, Issue 4, pages 162–172, December 2007
How to Cite
Schulte-Körne, G., Ludwig, K. U., El Sharkawy, J., Nöthen, M. M., Müller-Myhsok, B. and Hoffmann, P. (2007), Genetics and Neuroscience in Dyslexia: Perspectives for Education and Remediation. Mind, Brain, and Education, 1: 162–172. doi: 10.1111/j.1751-228X.2007.00017.x
- Issue online: 7 DEC 2007
- Version of Record online: 7 DEC 2007
ABSTRACT — Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for introducing this knowledge into education. However, the input from educational practitioners as well as empirical knowledge from research on learning also contribute significantly to our understanding of how children acquire the basic skills for learning to read and spell. It is imperative to merge the knowledge acquired from research in the fields of neuroscience, genetics, and empirical education, as well as to understand how the learning brain and instruction interact. Doing so can be seen as a major step in attaining an optimal approach for teaching, reading, and spelling and for finding the best suited and most effective treatment concepts for dyslexic children and adolescents.