Prevalence of undiagnosed dyslexia in African-American primary school children.

Dyslexia is among the most common neurodevelopmental disorders in children, yet despite its high prevalence all too frequently goes undiagnosed. Consequently dyslexic children all too often fail to receive effective reading interventions. Here we report our findings from a study using a teacher completed evidence-based dyslexia screener to first screen then test predominantly African-American children in grades kindergarten through second grade in two inner city public charter schools in New Orleans.

Early reading at first grade predicts adult reading at age 42 in typical and dyslexic readers.

Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66), followed longitudinally from age 5 through adulthood and examine two fundamental questions: 1) Is reading level in 1 grade predictive of reading proficiency in adulthood in typical and dyslexic readers? and 2) Are the trajectories of reading development from 1 through 5 grade predictive of reading proficiency in adulthood in typical and dyslexic readers? Our findings indicate that early reading levels in 1 grade as well as the trajectory of reading development through the first five years of school were associated with reading scores in adulthood.

Dyslexia in the 21st century.

Purpose Of Review: Within the past decade tremendous advances have occurred in our understanding of dyslexia.

Recent Findings: Reliable data now validate the definition of dyslexia as an unexpected difficulty in reading in an individual who has the ability to be a much better reader. That dyslexia is unexpected is now codified in US federal law (PL 115-391).

Developmental trajectories of white matter structure in children with and without reading impairments.

Left temporal-parietal white matter structure is consistently associated with reading abilities in children. A small number of longitudinal studies show that development of this area over time is altered in children with impaired reading. However, it remains unclear how brain developmental patterns relate to specific reading skills such as fluency, which is a critical part of reading comprehension.