IMR Press / JIN / Special Issues / reading_writing

The Cognitive Neuroscience of Reading, Writing, and Related Developmental Disorders

Submission deadline: 31 January 2023
Special Issue Editors
  • Juliana Dushanova, PhD
    Institute of Neurobiology, Bulgarian Academy of Sciences, Sofia, Bulgaria
    Interests: cognitive neuroscience; electroencephalography; eeg signal processing; perception; neurological disorders in development and aging
  • Ana I. Schwartz, PhD
    Department of Psychology, The University of Texas at El Paso, El Paso, TX, USA
    Interests: bilingualism; text comprehension; eye-tracking; bilingual education; reading ability; reading instruction; literacy
Special Issue Information

Dear Colleagues,

Developmental dyslexia is one of the most common developmental learning disorders that is characterized by an inability to acquire typical reading and writing skills diagnosed commonly around second grade.  This condition is often observed in populations with learning disabilities or specific learning difficulties and is reflected in many national data and research studies. These children exhibit significant difficulties in acquiring academic skills related to reading. Also, dyslexia has a negative impact on individual access to higher education across many cultures. The most distributed neurocognitive hypotheses affecting reading acquisition posit impairment in phonological awareness, visual and/or auditory dysfunctions. More recently a different perspective on dyslexia with a context based on ability rather than deficit has been suggested. As children mature, they demonstrate significant anatomical differences and different functional properties of the complex brain network dedicated to reading acquisition. Longitudinal studies have examined whether functional and structural brain measures are associated with reading ability and disability in young children and how they develop over time. In the context of the multiple deficit model, reading disability is often a result of multiple risks and protective factors. Understanding the early trajectories of reading development both behaviorally and in the brain will allow a better understanding of the etiological basis of reading disabilities. This will assist in early screening, identification, and remediation. These are essential in order to enable the elaboration of individualized pedagogical and neurocognitive stimulation, remediation and intervention strategies. Since reading and writing abilities are crucial for social acceptance, the elaboration of specific training to overcome these deficits is an important aspect of this topic.

Prof. Dr. Juliana Dushanova and Prof. Dr. Ana I. Schwartz

Guest Editors

Keywords
developmental learning disorders
functional brain measures
reading disability
multiple deficit model
longitudinal studies
neurocognitive stimulation
Manuscript Submission Information

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