We demonstrate that a genetic disorder of gray matter heterotopia shares behavioral characteristics with developmental dyslexia, and that focal white matter defects in this disorder may serve as the structural brain basis of this phenomenon. Our findings represent a potential model for the use of developmental brain malformations in the investigation of abnormal cognitive function.

ABSTRACT—This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE‐O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE‐O reading intervention across multiple school settings.

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Periventricular nodular heterotopia (PNH) is a brain malformation clinically characterized by the triad of epilepsy, normal intelligence, and dyslexia. We investigated the structure-function relationship between cerebral volumes and cognitive ability in this disorder by studying twelve PNH subjects and six controls using volumetric analysis of high-resolution anatomical MRI and Corresponding author: Bernard S. Chang, M.D., Comprehensive Epilepsy Center, E/KS-457, Beth Israel Deaconess Medical Center, Boston, MA 02215, phone (617) 667-2889, Fax (617) 667-7919, e-mail E-mail: bchang@bidmc.harvard.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access

Children’s earliest experiences of written language increasingly involve digital text — on phones, tablets and computers. This shift has triggered worry about the potential harm to children’s ability to read in a deep, focused manner on the one hand, and optimism for the potential of technology to support reading among different groups on the other.In this article, we explore research evidence concerning the impact of digital text on children’s developing literacy skills. Our review advocates the need for a more nuanced understanding regarding the challenges and potential of digital environments and highlights the uniqueness of each child’s digital reading experience.