Dyslexia and Neuroscience

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Albert M. Galaburda, M.D., Nadine Gaab, Ph.D., Fumiko Hoeft, M.D., Ph.D., Peggy McCardle, Ph.D., MPH

Special Education

Thirty years ago, the groundbreaking Geschwind Galaburda hypothesis defined the field of dyslexia, revealing and analyzing the complex associations among brain development, hormones, immune activity, and brain lateralization. This important volume revisits the hypothesis three decades later and explores key questions: What have we learned since then, and what still needs to be investigated?

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STOCK NUMBER	ISBN
52254	978-1-68125-225-4
COPYRIGHT	PAGES
2018	240
AVAILABILITY
Available Stock

Thirty years ago, the groundbreaking Geschwind-Galaburda hypothesis defined the field of dyslexia, revealing and analyzing the complex associations among brain development, hormones, immune activity, and brain lateralization. This important volume revisits the hypothesis three decades later and explores key questions: What have we learned since then, and what still needs to be investigated?

Based on presentations from the 2016 Extraordinary Brain Symposium—and co-edited by one of the authors of the original hypothesis—this book synthesizes current dyslexia findings from more than 30 top researchers and practitioners. The contributors share diverse perspectives, concerns, challenges, and solutions, with brief jargon-free summaries at the beginning of each chapter to make the book accessible to a wider audience. Each chapter also points to research gaps and remaining questions to help shape future innovations from the next generation of researchers. A landmark addition to the literature on dyslexia and neuroscience, this forward-thinking volume should be on the shelf of every researcher and graduate student whose work focuses on neuroscience and dyslexia.

EXPLORE CURRENT FINDINGS ON

the clinical and sociological aspects of dyslexia
early atypical brain development in developmental dyslexia
reading in children with developmental disorders
brain asymmetries and sex differences in developmental dyslexia
sex differences in cognition and learning
intergenerational transmission of reading and reading brain networks
animal models of early neural disruption
the genetic factors that underlie handedness and left hemisphere language dominance
the genetics of specific reading disability
and more essential dyslexia topics

With contributions by

David Urion

John L.R. Rubenstein

Geert J. de Vries

Thomas G. O’Connor

Tuong-Vi Nguyen

Margaret M. McCarthy

Franck Ramus

Eileen Luders

David S. Hong

R. Holly Fitch

Laurie Cutting

Elena Grigorenko

Sebastian Ocklenburg

Silvia Paracchini

Sergey Kornilov

Heidi Feldman

Nicole Landi

and more

About the Editors

About the Contributors

History of The Dyslexia Foundation (TDF)

Preface

Acknowledgments

Section I: The Geschwind- Galaburda Hypothesis and Dyslexia

Chapter 1. The Geschwind-Galaburda Hypothesis

Albert M. Galaburda

Chapter 2. Clinical and Sociological Aspects of Dyslexia, in the Context of the Geschwind-Galaburda Hypothesis Thirty Years Later

David Urion

Section II: Brain Development, Hormones, and Immunology

Chapter 3. Mechanisms That Control Left/Right Asymmetry and Sexual Dimorphisms in the Forebrain

John L.R. Rubenstein

Chapter 4. Sex Differences in the Galaburda-Geschwind Theory of Cerebral Lateralization: The Whole Body Perspective Revisited

Gert J. de Vries

Chapter 5. Can Prenatal Maternal Distress Predict Child Cerebral Laterality? Recent Findings and Implications for the Geschwind-Galaburda Hypothesis

Thomas G. O’Connor, Emily S. Barrett, and Ana Vallejo Sefair

Chapter 6. Pubertal Effects of Androgens on Brain Development & Lateralization

Tuong-Vi Nguyen

Integrative Summary 1: Brain Development, Hormones and Immunology and the Geschwind-Galaburda Hypothesis

Margaret M. McCarthy

Section III: Sex Differences

Chapter 7. Brain Asymmetries and Sex Differences in Developmental Dyslexia

Franck Ramus, Irene Altarelli, Katarzyna Jednoróg, Jingjing Zhao, and Lou Scotto di Covella

Chapter 8. The Sexual Dimorphism of the Human Brain: Discriminating between Effects of Brain Size and Effects of Sex Independent of Brain Size

Eileen Luders

Chapter 9. Sex Differences in Cognition and Learning

David S. Hong

Chapter 10. Animal Models of Early Neural Disruption: Sex Differences, Neuroplasticity, and Implications for Dyslexia

R. Holly Fitch, Courtney Hill Bodge, Caitlin Szalkowski, and Amanda Smith

Integrative Summary 2: Sex Differences and the Geschwind-Galaburda Hypothesis

Laurie Cutting

Section IV: Laterality

Chapter 11. From One to Many: Why the Mechanics of Complex Human Traits are Difficult to Decipher

Elena Grigorenko

Chapter 12. The Ontogenesis of Handedness and Language Lateralization: Links to Developmental Disorders

Sebastian Ocklenburg & Jutta Peterburs

Integrative Summary 3: From Genes to Brains Sylvia Paracchini

Section V: Reading and Dyslexia: From Genes to Behavior

Chapter 13. Genetics of Specific Reading Disability: The State of Affairs

Sergey Kornilov & Elena Grigorenko

Chapter 14. Intergenerational Transmission of Reading and Reading Brain Networks

Fumiko Hoeft & Roeland Hancock

Chapter 15. Early Atypical Brain Development in Developmental Dyslexia

Nadine Gaab & Ola Ozernov-Palchik

Chapter 16. Reading in Children with Developmental Disorders

Heidi Feldman

Integrative Summary 4: Reading Skill and the Geschwind-Galaburda Hypothesis

Nicole Landi

Epilogue

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Reviews

Thomas Lachmann, Head of Center for Cognitive Science at University of Kaiserslautern

“An excellent book…[that] connect[s] high quality basic neuroscientific research with practical implications and issues that are of importance for teachers and psychologists.”

Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago

“An exemplary case study of how theory leads to empirical research which in turn leads to increased understanding of how brain development, hormones, genes, and other factors impact learning to read.”