Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder
1
Department of Developmental Psychology, University of Amsterdam, Postbus 15916 1001 NK Amsterdam, The Netherlands
2
Rudolf Berlin Center, 44401 Amsterdam, The Netherlands
3
Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, 8032 Zurich, Switzerland
4
Neuroscience Center Zurich, University of Zurich and ETH Zurich, 8057 Zurich, Switzerland
5
RID, 1018 WS Amsterdam, The Netherlands
*
Author to whom correspondence should be addressed.
Brain Sci. 2018, 8(10), 189; https://doi.org/10.3390/brainsci8100189
Received: 21 September 2018 / Revised: 10 October 2018 / Accepted: 18 October 2018 / Published: 19 October 2018
(This article belongs to the Special Issue Dyslexia, Dysgraphia and Related Developmental Disorders)
Abstract
The convenience of referring to dyslexia as a neurodevelopmental disorder has been repeatedly brought into question. In this opinion article, we argue in favor of the current diagnosis of dyslexia based on the criteria of harm and dysfunction. We discuss the favorable clinical and educational outcomes of a neuroscience-informed approach of dyslexia as a disorder. Furthermore, we discuss insights derived from neuroimaging studies and their importance to address problems related to developmental dyslexia. View Full-TextKeywords:
dyslexia; disorder; neurodevelopmental
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Fraga González, G.; Karipidis, I.I.; Tijms, J. Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder. Brain Sci. 2018, 8, 189.
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