More than Words: The Impact of Memory on How Undergraduates with Dyslexia Interact with Information Despite the prevalence of dyslexia and the challenges it poses for seeking, assessing and using information, there has been relatively little research on the challenges people with dyslexia face when interacting with information. What existing research there is has mostly focused on the impact on information comprehension and spelling. However, people with dyslexia often face considerable memory impairment that can affect their learning. This paper reports findings from retrospective thinkaloud (RTA) observations with 13 undergraduates with dyslexia, focusing on the memoryrelated barriers they face and the workarounds they use to overcome these barriers. An enhanced understanding of the full range of barriers faced by informationseekers with dyslexia can inform the design of dyslexiaaware digital information environments and information literacy programs. These can xe2x80x98level the information playing fieldxe2x80x99 by helping to break down barriers to information and, in turn, to knowledge creation.

The emergence of dyslexia in the developing brain Abstract   Developmental dyslexia, a severe deficit in literacy learning, is a neurodevelopmental learning disorder. Yet, it is not clear whether existing neurobiological accounts of dyslexia capture potential predispositions of the deficit or consequences of reduced reading experience. Here, we longitudinally followed 32 children from preliterate to school age using functional and structural magnetic resonance imaging techniques. Based on standardised and agenormed reading and spelling tests administered at school age, children were classified as 16 dyslexic participants and 16 controls. This longitudinal design allowed us to disentangle possible neurobiological predispositions for developing dyslexia from effects of individual differences in literacy experience. In our sample, the disorder can be predicted already before literacy learning from auditory cortex gyrification and aberrant downstream connectivity within the speech processing system. These results provide evidence for the notion that dyslexia may originate from an atypical maturation of the speech network that precedes literacy instruction.