A model of brain activity of young as compared to adult dyslexic readers and outcomes after intervention

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

The chapter examines whether the cognitive deficits that young dyslexic’s (4th graders) exhibit are similar to those of adult university students dyslexics, in addition to their outcomes of intervention. This question was investigated with the use of behavioral, electrophysiological and source estimation of brain activation measures. The results revealed a different pattern of the behavioral profile and brain activity among the dyslexic in both age groups. This may indicate that compensatory mechanisms developed among adult dyslexics during their years of print exposure, and they manage to overcome some of their difficulties. In spite of their differences in the behavioral measures both age groups of dyslexic share similar characteristics, mainly in brain activity patterns. Both age groups benefited from the intervention although the different outcomes in each age group.

Original languageEnglish
Title of host publicationReading, Writing, Mathematics and the Developing Brain
Subtitle of host publicationListening to Many Voices
PublisherSpringer Netherlands
Pages65-82
Number of pages18
ISBN (Electronic)9789400740860
ISBN (Print)9789400740853
DOIs
StatePublished - 1 Jan 2012

Bibliographical note

Publisher Copyright:
© Springer Science+Business Media B.V. 2012.

ASJC Scopus subject areas

  • Psychology (all)

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