The Neurobiology of Dyslexia

Advances in neurobiological research have created new opportunities for understanding and exploring dyslexia. The purpose of this paper is to (a) provide a straightforward, although not overly simplified, overview of neurological research on dyslexia and (b) make connections between this neurological research and classroom interventions for students with dyslexia. The paper is submitted in consideration for inclusion in a special issue on dyslexia; therefore, the goal of the paper is for readers to understand how neuroscience confirms the importance of systematic phonics instruction, learn how neuroimaging has led to new ideas about how dyslexia might be treated, and gain an understanding of the regions and pathways involved in reading. The data show that educational neuroscience remains in early stages, but there are strong indications that the immediate relevance for the classroom is emerging. In this paper, the role of neuroscience in the study and treatment of dyslexia is discussed both in terms of benefits and limitations.