Nature Neuroscience
- 9, 1213 - 1217 (2006)
Published online: 26 September 2006; | doi:10.1038/nn1772
From genes to behavior in developmental dyslexiaAlbert M Galaburda1, Joseph LoTurco2, Franck Ramus3, R Holly Fitch4 & Glenn D Rosen11
Albert M. Galaburda and Glenn D. Rosen are in the Department of Neurology, Division of Behavioral Neurology, Harvard Medical School, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, Boston, Massachusetts 02215, USA. agalabur@bidmc.harvard.edu
2
Joseph LoTurco is in the Department of Physiology and Neurobiology, University of Connecticut, Storrs, Connecticut 06269, USA. 3
Franck Ramus is at the Laboratoire de Sciences Cognitives et Psycholinguistique, École Normale Supérieure, 46 rue d'Ulm, 75230 Paris Cedex 05, France. 4
R. Holly Fitch is in the Department of Psychology, Behavioral Neurosciences, University of Connecticut, Storrs, Connecticut 06269, USA. All four genes thus far linked to developmental dyslexia participate in brain development, and abnormalities in brain development are increasingly reported in dyslexia. Comparable abnormalities induced in young rodent brains cause auditory and cognitive deficits, underscoring the potential relevance of these brain changes to dyslexia. Our perspective on dyslexia is that some of the brain changes cause phonological processing abnormalities as well as auditory processing abnormalities; the latter, we speculate, resolve in a proportion of individuals during development, but contribute early on to the phonological disorder in dyslexia. Thus, we propose a tentative pathway between a genetic effect, developmental brain changes, and perceptual and cognitive deficits associated with dyslexia.
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