Research Article Open Access

Dyslexia: An Altered Brain Architecture

Felice Corona, Francesco Perrotta, Emilia Tartaglia Polcini and Carla Cozzarelli

Abstract

Problem statement: Dyslexia is defined as a syndrome belonging to Specific Learning Disorders, DSA code F81.0. Its most visible manifestation is the difficulty that subjects have to correctly read out loud and quickly. These impediments are not due to lack of linguistic intellectual abilities, not education, or properly to external causes sensory deficits. Approach: The objective was oriented in the verification, in the construction and examination of courses and projects likely to involve the recognition and social relationships, education of dyslexic children in relation to which still struggles to make a path of inclusion, integration and full acceptance in any context and priority in school. Results: Following a Memorandum of Understanding between the Ministry of Education, the Foundation Telecom Italy and the Italian Dyslexia signed in Italy, has been pursued for the purpose of promoting research-action on the DSA from the local school. Conclusion: The main parameters that we propose pay attention to cognitive factors, emotional and relational processes that underlie learning designed.

Journal of Social Sciences
Volume 8 No. 2, 2012, 235-237

DOI: https://doi.org/10.3844/jssp.2012.235.237

Submitted On: 17 October 2011 Published On: 5 March 2012

How to Cite: Corona, F., Perrotta, F., Polcini, E. T. & Cozzarelli, C. (2012). Dyslexia: An Altered Brain Architecture. Journal of Social Sciences, 8(2), 235-237. https://doi.org/10.3844/jssp.2012.235.237

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Keywords

  • Compensatory tools
  • instruments dispensed
  • learning occurs
  • main parameters
  • learning designed
  • cognitive factors
  • italian dyslexia
  • still struggles
  • syndrome belonging