Effective dyslexia remediation specifically designed for older struggling readers (age 7+).

Visual Deficit Theory of Developmental Dyslexia

by Eden GF, VanMeter JW, Rumsey JM, Zeffiro TA

Dyslexia is an impairment in reading that can result from an abnormal developmental process in the case of developmental dyslexia or cerebral insult in the case of acquired dyslexia. It has long been known that the clinical manifestations of developmental dyslexia are varied. In addition to their reading difficulties, individuals with developmental dyslexia exhibit impairments in their ability to process the phonological features of written or spoken language. Recently, it has been demonstrated with a variety of experimental approaches that these individuals are also impaired on a number of visual tasks involving visuomotor, visuospatial, and visual motion processing. The results of these studies, as well as the anatomical and physiological anomalies seen in the brains of individuals with dyslexia, suggest that the pathophysiology of developmental dyslexia is more complex than originally thought, extending beyond the classically defined language areas of the brain. Functional neuroimaging is a useful tool to more precisely delineate the pathophysiology of this reading disorder.

Eden GF, VanMeter JW, Rumsey JM, Zeffiro TA. (1996). The visual deficit theory of developmental dyslexia. Georgetown Institute for Cognitive and Computational Sciences, Georgetown University Medical Center, Washington, DC 20007, USA.

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quote-sign Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...

  • Contribute with scientific and overall integrity.
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DYNAREAD: Grounded in Reality

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Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.

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