socioeconomic backgrounds. At 8 years, 65% of the high-risk sample (20 children) was classified as reading-disabled. At 5 years of age, the children who later became dyslexic had poor letter knowledge, poorly developed phonological awareness, and expressive naming difficulties. At 6 years, the high-risk impaired group continued to have difficulty on tasks evaluating vocabulary development and language processing skills, and they also performed poorly on tests evaluating explicit phonological awareness. On all of these tests, the unimpaired group performed within the normal range. Nonetheless, they knew fewer letters than controls at age 3 years 9 months (although more than the reading impaired children), and at 6 years, their reading, spelling and reading comprehension skills were less advanced than those of the normal reading controls. Importantly, on two measures evaluating phonological reading and spelling strategies, one involving no word decoding and the other involving the phonetic accuracy of early spelling, the high-risk unimpaired group performed as poorly as the high-risk impaired group and much less well than expected for their age. Article called Functional disruption in the organization of the brain for reading in dyslexia tells you how the brain functions with dyslexia and how it comprehends. Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping the alphabetic characters onto the spoken word.

The figure explains how a non-impaired reader compares to a reader who has dyslexia. As you can see the people with dyslexia have higher numbers than the ones that are non-impaired. In this study we found significant differences in brain activation patterns between DYS and NI readers, differences that emerge during tasks that make progressive demands on phonologic analysis. These findings relate the cognitive/behavioral deficit characterizing DYS readers to anomalous activation patterns in both posterior and anterior brain regions (Fig. 3).Thus, within a large posterior cortical system including Wernicke’s area, the angular gyrus, the extrastriate and striate cortex, DYS readers fail to systematically increase activation as the difficulty of mapping print onto phonologic structures increases. In contrast, in anterior regions including the IFG and BA 46/47/11, dyslexic readers show a pattern of over activation in response to even the simplest phonologic task (SLR; Fig. 1). For NI readers, these data provide functional evidence of a widely distributed computational system for reading characterized by specialization and reciprocity: within the system, task-specific respon