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date: 05 July 2020

Abstract and Keywords

Skilled reading involves mastery of multiple linguistic (e.g., phonological, semantic, morphological, syntactic) and cognitive processes (e.g., processing speed, attention, working memory). Despite typical levels of intelligence, children with developmental dyslexia (DD) show poor decoding and spelling ability. Given this complexity it is perhaps not surprising that considerable heterogeneity is associated with dyslexia, both in terms of the profile of impairments and genetically, with multiple factors (e.g., genetic, environmental) acting probabilistically in combination to produce a continuum of liability for DD. This chapter reviews neurobiological evidence, including both neuroimaging and genetic studies of reading and reading disorders (including DD) in the context of developmental theories of reading. It describes profiles of perceptual and cognitive performance associated with DD, with relevance to the development of neural systems underlying these reading-related capacities. The chapter also reviews recent contributions from imaging genetic approaches, highlighting relevant gene-brain-behavior connections in reading and DD.

Keywords: dyslexia, reading acquisition, phonological processing, multiple deficit model, neuroimaging, imaging genetics

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