Ulrike Kuhl|Nicole E. Neef|Indra Kraft|Gesa Schaadt|Liane Dörr|Jens Bräuer|Ivonne Czepezauer|Bent Müller|Arndt Wilcke|Holger Kirsten|Frank Emmrich|Johannes Boltze|Angela D. Friederici|Michael Skeide
The emergence of dyslexia in the developing brain
Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|University of Warwick|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences
developmental dyslexia severe deficit literacy learning neurodevelopmental learning disorder yet clear whether existing neurobiological accounts dyslexia capture potential predispositions deficit consequences reduced reading experience longitudinally followed 32 children preliterate school age using functional structural magnetic resonance imaging techniques based standardised agenormed reading spelling tests administered school age children classified 16 dyslexic participants 16 controls longitudinal design allowed us disentangle possible neurobiological predispositions developing dyslexia effects individual differences literacy experience sample disorder predicted already literacy learning auditory cortex gyrification aberrant downstream connectivity within speech processing system results provide evidence notion dyslexia may originate atypical maturation speech network precedes literacy instruction