Learning to read is an important skill for school children, 10 percent of whom find it difficult to master by the end of Grade Two. Unfortunately, the disorder is identified only when the child is experiencing reading difficulty.

The objective of the authors Katarzyna Chyl, Katarzyna Jednoróg (Nencki Institute of Experimental Biology, Poland), Gorka Fraga-González and Silvia Brem (University of Zurich, Switzerland), was to review longitudinal studies about children with dyslexia, and the techniques used to measure the development of brain structure and function (functional magnetic resonance imaging (MRI), and electroencephalography (EEG)) associated with reading development.

The authors proposed neuroscience studies into reading development held promise in developing methods for identifying signs of dyslexia earlier. But to learn more about the review findings, please read Brain dynamics of (a)typical reading development—a review of longitudinal studies, publsihed by npj Science of Learnring.