Developmental dyslexia: Convergence of all theories towards a multifactional model, and the role of ICTs

Abstract

Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. This article intends to summarize the current understanding of developmental dyslexia's etiology, brain bases, neuropsychology, and social context. In this article are discussed the progress has been made the last years in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention of dyslexia. It is also referred to the neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia. Dyslexia is caused by multiple genetic and environmental risk factors as well as their interplay. Several candidate genes have been identified in the past decade. At the brain level, dyslexia is associated with aberrant structure and function, particularly in left hemisphere reading/language networks. The neurocognitive influences on dyslexia are also multifactorial and involve phonological processing deficits as well as weaknesses in other oral language skills and processing speed. Contextual issues such as the correlation of dyslexia with an individual’s IQ or age, the manifestation of dyslexia across languages and social classes as well as what treatments are best supported are being examined. This article is aimed at highlighting the exciting new research that cuts across levels of analysis. Such work promises eventually to provide a comprehensive explanation of the disorder as well as its prevention and remediation. In this recent contribution to the field of Dyslexia, we will be mentioned to some historical information, as well as we will be faced with significant issues in the Phonological Theory of Dyslexia. The single versus will multiple deficit accounts. In the field of the etiology of Dyslexia, we will be mentioned to the Behavioural Genetics, to the Molecular Genetics and to Environmental Influences. Individuals with dyslexia show functional abnormalities in both posterior and anterior language networks. This approach is intended to promote scientific knowledge and draws attention to the complexity of the developmental dyslexia (DD).