Richards and Berninger said the new study is the first in a line of research that will explore the degree to which the brain affects ease of learning and, in turn, is affected by specific educational interventions. They expect this kind of research will build a foundation that educators can draw upon to improve the accountability of teaching practices. Dyslexia is not brain damage. There are just differences in the wiring of the brain for those parts that are involved in reading. There is no such thing as a perfect brain.
Any brain probably has structural anomalies.
With appropriate instruction, dyslexic brains may become more efficient at processing the sounds of language. Because they are more efficient they use less brain area and metabolic energy. The intervention draws on elements of existing treatments, putting them together in a novel way. In the workshop the boys were taught to analyze sound in spoken words, to attach sounds to letters automatically and to use different strategies for translating written words into spoken words. The treatment was novel because it took advantage of the boys' talent and interest in science and technology.