Alfredo Ardila|Paulo Henrique Ferreira Bertolucci|Lúcia Willadino Braga|Alexandre Castro-Caldas|Tedd Judd|Mary H. Kosmidis|Esmeralda Matute|Ricardo Nitríni|Feggy Ostrosky?Solís|Mónica Rosselli
Illiteracy: The Neuropsychology of Cognition Without Reading
Florida International University|Universidade Federal de São Paulo|Sarah Network of Rehabilitation Hospitals|Universidade Católica Portuguesa|Seattle Pacific University|Aristotle University of Thessaloniki|University of Guadalajara|Universidad Nacional Autónoma de México|Florida Atlantic University
illiterates represent significant proportion worlds population written language plays role mediating cognition also extends knowledge world two major reasons illiteracy distinguished social eg absence schools personal eg learning difficulties without written language knowledge external world partially limited immediate sensory information concrete environmental conditions literacy significantly associated virtually neuropsychological measures even though correlation education neuropsychological test scores depends specific test impact literacy reflected different spheres cognitive functioning learning read reinforces modifies certain fundamental abilities verbal visual memory phonological awareness visuospatial visuomotor skills functional imaging studies demonstrating literacy education influence pathways used brain problemsolving existence partially specific neuronal networks probable consequence literacy level supports hypothesis education impacts individuals daytoday strategies also brain networks review issues related dementia illiterates presented emphasizing association education level agerelated cognitive changes education remains controversial analysis impact illiteracy neuropsychological test performance represents crucial approach understanding human cognition brain organization normal abnormal conditions