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Dyslexia and Neurodevelopmental PathologyRelationships to Cognition, Intelligence, and Reading Skill AcquisitionGeorge W. Hynd, EdD, is a research professor of educational psychology and psychology and director of the Center for Clinical and Developmental Neuropsychology at the University of Georgia. He is also a clinical professor of neurology at the Medical College of Georgia.
Margaret Semrud-Clikeman, MS, is a doctoral student in school psychology at the University of Georgia. She is currently completing her internship. Address: George W. Hynd, Department of Educational Psychology, 325 Aderhold Hall, University of Georgia, Athens, GA 30602. This article addresses the neuroimaging (CT/MRI), electrophysiological (ERP/EEG), and postmortem evidence as to the neurological basis of dyslexia and discusses why these sources of evidence yield what appear to be inconsistent findings. It is concluded that what appear to be inconsistencies may relate in part to limitations of these investigative technologies. Then, important correlates of reading ability and disability are discussed in a developmental-neuropsychological context, and recommendations are made for research serving to further integrate cognitive and neurological paradigms. Of particular importance, inconsistencies between the results revealed through neuroimaging, electrophysiological, and postmortem studies, on the one hand, and neurolinguistic theory, on the other, must be addressed. Articulating the neurometabolic role—and particularly the nature of the behavioral correlates of the thalamus, supplementary motor area, and frontal cortex—in regard to bihemispheric mechanisms related to reading in developmental dyslexia should be a priority in future research.
Journal of Learning Disabilities, Vol. 22, No. 4,
204-216 (1989) This article has been cited by other articles:
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