期刊
PEDIATRIC CLINICS OF NORTH AMERICA
卷 54, 期 3, 页码 609-+出版社
W B SAUNDERS CO-ELSEVIER INC
DOI: 10.1016/j.pcl.2007.02.013
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资金
- NICHD NIH HHS [P01 HD 21888, P50 HD25802] Funding Source: Medline
- NINDS NIH HHS [R01 NS 43530, R01 NS043530] Funding Source: Medline
Developmental dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence and motivation considered necessary for accurate and fluent reading. Dyslexia is the most common and most carefully studied of the learning disabilities, affecting 80% of all individuals identified as learning disabled. Although in the past the diagnosis and implications of dyslexia were often uncertain, recent advances in the knowledge of the epidemiology, the neurobiology, the genetics, and the cognitive influences on the disorder now allow the disorder to be approached within the framework of a traditional medical model. This article reviews these advances and their implications for the approach to patients presenting with a possible reading disability.
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