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Brain Basis for Dyslexia

A Summary of Work in Progress

D. Lynn Flowers, PhD, is research assistant professor in the Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, Winston-Salem, North Carolina. She received her doctoral degree in physiological psychology at the University of North Carolina at Greensboro. Her major research interests include brain imaging and neuropsychology of reading disability, reading remediation, and attention deficit disorder. Address: D. Lynn Flowers, Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, Medical Center Blvd., Winston-Salem, NC 27157-1043.

Studies of brain/behavior relations in the last decade have converged to suggest a left-hemisphere functional deficit for dyslexia. The relationship is most convincing at the microscopic level, where anomalous neural organization has been associated with reading, and at the macroscopic level, where several studies find atypical hemispheric symmetry in the language-related temporal region in individuals with dyslexia. Physiological studies measuring brain function during cognitive challenge have now begun to accumulate in support of a left-hemisphere deficit in dyslexia. This article summarizes work in progress on the structure and physiological profiles of reading disability and relates the findings to core left-hemisphere language functions.

Journal of Learning Disabilities, Vol. 26, No. 9, 575-582 (1993)
DOI: 10.1177/002221949302600903


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