New Brain Imaging Research Debunks a Controversial Theory

In a new study from Georgetown University, a theory about the cerebellum’s role in reading and dyslexia is upended.

Science of Reading and Dyslexia Moves Forward

New brain imaging research debunks a controversial theory about dyslexia that can impact how it is sometimes treated. The cerebellum, a brain structure traditionally considered to be involved in motor function, has been implicated in the reading disability, developmental dyslexia, however, this ‘cerebellar deficit hypothesis’ has always been controversial. The new research shows that the cerebellum is not engaged during reading in typical readers and does not differ in children who have dyslexia.

Interestingly what the study did show is that when reading is taken out of the equation, people with dyslexia show differences with regards to inter-region communication: “The results revealed that when reading was not considered in the analysis — that is, when just examining the communications between brain regions at rest — the cerebellum was communicating with the cortex more strongly in the children with dyslexia.”

This may indicate the importance of movement for kids in schools. Not necessarily while reading, but in general.

About Sanford

Learning Disabilities specialist and Educational Consultant
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