Exploring reading and reading disorders in children: Insights from developmental neuroscience

Title : Exploring reading and reading disorders in children: Insights from developmental neuroscience

Abstract:

Reading is a fundamental skill crucial for success in various aspects of life, including social interactions, academic achievement, emotional regulation, and professional pursuits. However, reading impairments, a prevalent neurodevelopmental issue impacting approximately 5-10% of school-age children worldwide, significantly impede their reading abilities, hindering their learning progress and potentially persisting into adulthood. Despite advances in neuroimaging studies indicating atypical brain development in individuals with reading disorders, the precise onset and developmental trajectory of these disorders remain poorly understood.

This presentation aims to synthesize empirical research findings from the field of developmental neuroscience to enhance our comprehension of the distinct neural pathways associated with reading and reading disorders. The discussion will commence with an overview of the fundamental brain processes involved in both typical and atypical reading, with a particular focus on neuroimaging studies' outcomes. Furthermore, by emphasizing the importance of considering developmental factors and amalgamating research outcomes from cross-sectional studies involving children with reading disorders at various developmental stages, this presentation seeks to augment our knowledge base regarding reading disorders in children.

To further explore the etiology of reading disorders, a differentiation will be made between primary and secondary impairments that unfold throughout development. Finally, the presentation will present empirical data derived from existing longitudinal studies that investigate developmental reading pathways, commencing during the preliterate stage, at both group and individual levels. This endeavor aims to enhance the accuracy of early identification and enable targeted interventions addressing deficits in foundational pre- literacy skills and reading fluency. Ultimately, this approach holds the potential to yield improved outcomes for individuals at risk of or affected by reading disorders.

Biography:

Paul Raj serves as an Assistant Professor of Psychology at Jyoti Nivas College Autonomous, Bengaluru, India. In this role, he instructs a diverse range of courses, encompassing Foundations of Psychology, Lifespan Development, Cognitive Psychology, Research Methods, Health Psychology, and Positive Psychology. Additionally, he offers certificate courses in Basic Counselling Skills and Learning Disabilities. Paul Raj's academic journey includes an MSc in Counselling Psychology and an M.Phil. in Learning Disabilities. His doctoral research focuses on Cognitive Functioning and Mathematical Abilities among Primary School Children in Rural and Urban Areas in Karnataka, India. His research interests extend to child and adolescent development, neuropsychology, specific learning disorders, and positive psychology. Furthermore, Paul Raj has contributed significantly to the field of psychology through his publications. He has authored two books, contributed to two book chapters, and published five articles in esteemed journals, showcasing his dedication to advancing psychological knowledge.