The Yale Outcome Study: Outcomes for Graduates with and without Dyslexia
We examined academic and social experiences in college and outcomes in the workplace 5 or more years after graduation in Yale graduates with and without dyslexia.Read More
Developmental Trajectories of White Matter Structure in Children with and without Reading ..
This study examined white matter development trajectories in children with dysﬂuent reading (20 dysﬂuent and inaccurate readers, 36 dysﬂuent and accurate readers) compared to non-impaired readers (n=14) over 18 months.Read More
How Should Medical Schools Respond to Students with Dyslexia?
We examine the dilemmas faced by a medical student with dyslexia who wonders whether he should “out” himself to faculty to receive the accommodations entitled by federal law.Read More
Effect of Atomoxetine Treatment on Reading and Phonological Skills in Children with Dyslex..
This study evaluated the effects of atomoxetine on the reading abilities of children with dyslexia only or attention-deficit/hyperactivity disorder and comorbid dyslexia.Read More
Growth in Reading Comprehension and Verbal Ability from Grades 1 through 9
We systematically assessed the relationships between growth of four components of verbal ability to longitudinal growth from grades 1 to 9 of the Woodcock—Johnson Psycho-Educational Battery Passage Comprehension subtest.Read More
Disruption of functional networks in dyslexia: a whole-brain, data-driven approach to fMR..
Functional connectivity analyses of functional magnetic resonance imaging data are a powerful tool for characterizing brain networks and how they are disrupted in neural disorders.Read More
Uncoupling of Reading and IQ Over Time: Empirical Evidence for a Definition of Dyslexia.
Developmental dyslexia is defined as an unexpected difficulty in reading in individuals who otherwise possess the intelligence and motivation considered necessary for fluent reading, and who also have had reasonable reading instruction.Read More
Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail
The purposes of invoking an Response to Intervention model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical, problematic issues.Read More
Paying attention to reading: the neurobiology of reading and dyslexia.
Extraordinary progress in functional brain imaging, primarily advances in functional magnetic resonance imaging, now allows scientists to understand the neural systems serving reading and how these systems differ in dyslexic readers.Read More