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Year : 2012  |  Volume : 4  |  Issue : 3  |  Page : 109-116

The influence of pathologies upon sensory perception and sensory coordination in children with developmental dyslexia and learning disorders: A unified theory of developmental dyslexia

1 Montague Healthcare, Cotgrave, Nottingham NG12 3TU, England, United Kingdom
2 CNRS Neuroendocrine Unit, Institute Alfred Fessard of Neurosciences, Bāt 5, Parc Chateau CNRS, 91190 Gif Sur Yvette, France

Correspondence Address:
Graham Wilfred Ewing
Montague Healthcare, Mulberry House, 6 Vine Farm Close, Cotgrave, Nottingham, NG12 3TU, England
United Kingdom
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/1947-2714.93878

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This case is presented to explain that developmental dyslexia and related autistic spectrum disorders have solely pathological origins. There is a general consensus of opinion which supports the phonological theory. However, this largely ignores the biological basis for all aspects of the brain's development and function, and hence, for its dysfunction. A unified explanation must take into account all salient features including cognitive dysfunction, encephalograph (EEG) frequencies, neural networks, physiological systems, autonomic nervous system and the function of the cerebellum. It must explain the significance of the brain waves and neurons and their normally synchronized or coherent function. This article builds upon an earlier article by the authors, which incorporates a review and discussion of the prevailing theories or models for developmental dyslexia. It looks at the issues from a top-down 'systems biology' perspective. It concludes that it may be only the body's biochemistry and, in particular, the onset of pathologies that explain the phenomena which we recognize as developmental dyslexia. Pathologies experienced in the early prepubescent years influence neural development. They influence the speed and coherent transmission of data between the senses and neural centers. It is proposed that this explains the nature and occurrence of what we recognize as developmental dyslexia.

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