A cool post from Culture & Cognition about human language and how dyslexia differs between languages:
In a new paper Gabrieli highlight the recent results of cognitive neuroscience research on dyslexia and its potential consequences for the treatment of dyslexic children through educative measures.
What Gabrieli show is that dyslexia, an impairement in reading abilities linked to difficulties in phonological processing, can be detected very early on by brain imaging techniques and treated in some cases with specific training in reading during the beginning of learning. If left undetected and untreated, dyslexia can cause prolonged difficulties in reading abilities and decrease motivation to read.
Dyslexia and its orthographic consequences could be of great interest for cognition-and-culture oriented scientists because orthographic errors generated by dyslexia or other processes produce linguistic variation at the origin of language evolution.
Dyslexia, reaching around 10% of children, could therefore be an important factor of language evolution and may orient language evolution in different ways. If some words are more difficult to write and memorize for dyslexic children because the relation between their phonological form and their written form do not concord, dyslexic children may introduce new variants that are easier to learn for them.