Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University, described the work as “amazing.”
“It shows that this brain is differently organized for written language before reading ever occurs,” she said via e-mail. “It is like a missing piece in our understanding of dyslexia.”
Identifying the signs of dyslexia in the brain helps destigmatize the condition, said Wolf, author of “Proust and the Squid: the Story and Science of the Reading Brain.”
“One of the problems in dyslexia is people are saying it doesn’t exist,” she said. “When you look at these brain images you know it exists.”
Wolf said she’s optimistic that dyslexia will eventually be diagnosed before a child falls too far behind. In the meantime, she said, teachers should be better trained in how to identify dyslexia and how to help children who are struggling to read.
“We have to get our professional develop commensurate with our knowledge base,” she said.