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Volume 2014, Article ID 802741, 9 pages
Review Article

Brain Mechanisms and Reading Remediation: More Questions Than Answers

The Department of Psychology, The Australian National University, Canberra, ACT 0200, Australia

Received 29 August 2013; Accepted 13 November 2013; Published 12 January 2014

Academic Editors: G. Chen, B. C. Shyu, and F. Vyskocil

Copyright © 2014 Kristen Pammer. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Dyslexia is generally diagnosed in childhood and is characterised by poor literacy skills with associated phonological and perceptual problems. Compensated dyslexic readers are adult readers who have a documented history of childhood dyslexia but as adults can read and comprehend written text well. Uncompensated dyslexic readers are adults who similarly have a documented history of reading impairment but remain functionally reading-impaired all their lives. There is little understanding of the neurophysiological basis for how or why some children become compensated, while others do not, and there is little knowledge about neurophysiological changes that occur with remedial programs for reading disability. This paper will review research looking at reading remediation, particularly in the context of the underlying neurophysiology.