Abstract

Within the last two decades, evidence from many laboratories has converged to indicate the cognitive basis for dyslexia: Dyslexia is a disorder within the language system and, more specifically, within a particular subcomponent of that system, phonological processing. Converging evidence from a number of laboratories using functional brain imaging indicates that there is a disruption of left-hemisphere posterior neural systems in child and adult dyslexic readers when they perform reading tasks. The discovery of a disruption in the neural systems serving reading has significant implications for the acceptance of dyslexia as a valid disorder—a necessary condition for its identification and treatment. Brain-imaging findings provide, for the first time, convincing, irrefutable evidence that what has been considered a hidden disability is “real,” and these findings have practical implications for the provision of accommodations, a critical component of management for older children and young adults attending postsecondary and graduate programs. The utilization of advances in neuroscience to inform educational policy and practices provides an exciting example of translational science being used for the public good.