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Research shows brain differences in children with dyslexia and dysgraphia

See on Scoop.itBounded Rationality and Beyond

University of Washington research shows that using a single category of learning disability to qualify students with written language challenges for special education services is not scientifically supported. Some students only have writing disabilities, but some have both reading and writing disabilities.

The study, published online in NeuroImage: Clinical, is among the first to identify structural white matter and functional gray matter differences in the brain between children with dyslexia and dysgraphia, and between those children and typical language learners.

 

The researchers say the findings underscore the need to provide instruction tailored to each of these specific learning disabilities, though that is currently not mandated under federal or state law.

 

See on psypost.org



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