Lyon had difficulty learning to read as a child, receiving help from his mother in decoding words. While his reading improved over time, he did not become proficient until middle school. Lyon credits his reading difficulties as part of his motivation to study the neurobiological basis of individual differences in reading development.
After returning home, he attended North Carolina Wesleyan University, receiving a BA in psychology in 1973 then an MA and Ph.D. with highest honors in Neuropsychology (neuroscience) and Learning Disorders and Disabilities (combined five year program) from the University of New Mexico, followed by a fellowship in neuroscience at the University of New Mexico Medical Center the following year.[2][3]
Career
Lyon joined the faculty of Communication Science and Disorders at Northwestern University in 1980 where he also directed the neuropsychology laboratory. In 1983 Lyon was recruited by the Stern Center for Language and Learning where he served as the director of research and a clinical associate associate professor of neurology at the University of Vermont Medical School. He served as a member of the NIH Maternal and Child Health Review Group/Study Section and chaired review groups evaluating NICHD Dyslexia program projects and the NICHD Learning Disability Research Centers.
From 1992 to 2005, Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network.[4][5][6]
Lyon testified yearly from 1997 to 2005 before Senate and House committees informing them of progress in the science of reading, learning disabilities, Head Start, early childhood development,[7] and the translation of science into policy.
Lyon is the author and co-author of over 130 per reviewed journal articles, books, and book chapters addressing developmental neuroscience, learning and reading disorders/dyslexia, and the translation of science into practice and policy.[citation needed]
Lyon is a distinguished scientist emeritus in neuroscience and cognition at the Center for BrainHealth at the University of Texas, Dallas and a distinguished professor emeritus at Southern Methodist University.[18] He received the NIH Directors Award twice. Once for his contributions to the neuroscience of learning and learning disorders. The second for his design and development of the NICHD Reading Research Program. Among other awards, Lyon was a recipient of the 2000 Samuel Torrey Orton Award[19] from and gave the 2005 Norman Geschwind Memorial Lecture[20] to the International Dyslexia Association. He also received the Vietnam Veterans of America Excellence in The Sciences Award for contributions to educating veterans about the neuroscience of Combat PTSD in 2013.[1]
↑ Lyon, G. Reid (1999). "In celebration of science in the study of reading development, reading difficulties, and reading instruction: The NICHD perspective". Issues in Education. Elsevier BV. 5 (1): 85–115. doi:10.1016/s1080-9724(99)00017-8. ISSN1080-9724.
↑ Bowler, Mike (November 19, 1997). "Reading doesn't come naturally: Research Neuro-psychologist takes his multimedia show to concerned parents, and acknowledges he doesn't have all the answers". The Baltimore Sun.
1 2 Bowler, Mike (December 10, 2000). "Developing Skills In Early Childhood". Baltimore Sun.
↑ Lyon, G. Reid; Shaywitz, Sally E.; Shaywitz, Bennett A. (2003). "A definition of dyslexia". Annals of Dyslexia. Springer Science and Business Media LLC. 53 (1): 1–14. doi:10.1007/s11881-003-0001-9. ISSN0736-9387.
↑ Lyon, G. Reid (2001). "Acceptance of the Samuel Torrey Orton Award November 2000, Washington, D.C.". Annals of Dyslexia. Springer. 51: 3–7. ISSN0736-9387. JSTOR23765358.
↑ Olson, Richard K. (2006). "Genes, environment, and dyslexia the 2005 Norman Geschwind memorial lecture". Annals of Dyslexia. Springer Science and Business Media LLC. 56 (2): 205–238. doi:10.1007/s11881-006-0010-6. ISSN0736-9387.
Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
Dyscalculia is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes colloquially referred to as "math dyslexia", though this analogy is misleading as they are distinct syndromes.
The VA Boston Healthcare System is a set of hospitals run by the United States Department of Veterans Affairs in the Greater Boston area. It comprises nine campuses, with three major medical centers in Jamaica Plain, West Roxbury, and Brockton.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, alexia, and hyperlexia.
Donald P. ShankweilerArchived 2006-06-26 at the Wayback Machine is an eminent psychologist and cognitive scientist who has done pioneering work on the representation and processing of language in the brain. He is a Professor Emeritus of Psychology at the University of Connecticut, a Senior Scientist at Haskins Laboratories in New Haven, Connecticut, and a member of the Board of Directors Archived 2021-01-26 at the Wayback Machine at Haskins. He is married to well-known American philosopher of biology, psychology, and language Ruth Millikan.
Management of dyslexia depends on a multiple of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.
The history of dyslexia research spans from the late 1800s to the present.
Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.
Dyslexia is a complex, lifelong disorder involving difficulty in learning to read or interpret words, letters and other symbols. Dyslexia does not affect general intelligence, but is often co-diagnosed with ADHD. There are at least three sub-types of dyslexia that have been recognized by researchers: orthographic, or surface dyslexia, phonological dyslexia and mixed dyslexia where individuals exhibit symptoms of both orthographic and phonological dyslexia. Studies have shown that dyslexia is genetic and can be passed down through families, but it is important to note that, although a genetic disorder, there is no specific locus in the brain for reading and writing. The human brain does have language centers, but written language is a cultural artifact, and a very complex one requiring brain regions designed to recognize and interpret written symbols as representations of language in rapid synchronization. The complexity of the system and the lack of genetic predisposition for it is one possible explanation for the difficulty in acquiring and understanding written language.
Dyslexia is a disorder characterized by problems with the visual notation of speech, which in most languages of European origin are problems with alphabet writing systems which have a phonetic construction. Examples of these issues can be problems speaking in full sentences, problems correctly articulating Rs and Ls as well as Ms and Ns, mixing up sounds in multi-syllabic words, problems of immature speech such as "wed and gween" instead of "red and green".
Kenneth R. Pugh is president, director of research, and a senior scientist at Haskins Laboratories in New Haven, Connecticut and professor in the Department of Psychology at University of Connecticut. He is also an associate professor in the Department of Linguistics at Yale University, an associate professor in the Department of Diagnostic Radiology at the Yale School of Medicine, and director of the Yale Reading Center. Pugh is a cognitive neuroscientist and experimental psychologist who is best known for his work on the neural, behavioral and cognitive underpinnings of reading and other cognitive activities.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Maryanne Wolf is a scholar, teacher, and advocate for children and literacy around the world. She is the UCLA Professor-in-Residence of Education, Director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and the Chapman University Presidential Fellow (2018-2022). She is also the former John DiBiaggio Professor of Citizenship and Public Service, Director of the Center for Reading and Language Research, and Professor in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is a permanent academician in the Pontifical Academy of Science. She was recently made an Honorary Advisory Fellow on the United Sigma Intelligence Association.
Dyslexie is a typeface/font that was designed with the intention of mitigating some of the issues that dyslexics experience when reading. As many of the twenty-six letters of the basic Latin alphabet are visually very similar, the typeface emphasizes the parts of the letter that are different from each other.
Dynaread Special Education Corporation is a provider of dyslexia remediation services specifically designed for older struggling readers.
Multisensory learning is the assumption that individuals learn better if they are taught using more than one sense (modality). The senses usually employed in multisensory learning are visual, auditory, kinesthetic, and tactile – VAKT. Other senses might include smell, taste and balance.
Paul Satz was an American psychologist, and one of the founders of the discipline neuropsychology. His research on the relationship between the brain and human behavior spanned diverse topics including laterality, handedness, and developmental disorders. He published over 300 publications, received numerous grants and awards, and established the first neuropsychology lab. Towards the latter part of his career, Satz's research interests focused more on the cognitive deficits associated with head injury, dementia, and ageing.
Young-Suk Kim is an educational psychologist known for her research on language and literacy development. She is Senior Associate Dean and Professor of Education at the University of California, Irvine.
Alison Nenos Cernich is an American neuropsychologist specializing in traumatic brain injury and computerized neuropsychological assessment. She is the deputy director of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Cernich was previously deputy director of the Defense Centers of Excellence for Psychological Health and Traumatic Brain Injury, assistant professor of neurology at University of Maryland School of Medicine, and chief of neuropsychology at the VA Maryland Health Care System.
Sally Shaywitz is an American physician-scientist who is the Audrey G. Ratner Professor in Learning Development at Yale University. She is the co-founder and co-director of the Yale Center for Dyslexia & Creativity. Her research provides the framework for modern understanding of dyslexia.
This page is based on this Wikipedia article Text is available under the CC BY-SA 4.0 license; additional terms may apply. Images, videos and audio are available under their respective licenses.
