Dyslexia and Neuroscience: The Geschwind-Galaburda Hypothesis 30 Years Later

Volume Editors: Albert M. Galaburda, Nadine Gaab, Fumiko Hoeft, Peggy McCardle Ph.D., MPH

Format: Hardcover, 240 pages, 6.0 x 9.0
ISBN: 9781681252254
Price: $79.95

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Thirty years ago, the groundbreaking Geschwind-Galaburda hypothesis defined the field of dyslexia, revealing and analyzing the complex associations among brain development, hormones, immune activity, and brain lateralization. This important volume revisits the hypothesis three decades later and explores key questions: What have we learned since then, and what still needs to be investigated?

Based on presentations from the 2016 Extraordinary Brain Symposium—and co-edited by one of the authors of the original hypothesis—this book synthesizes current dyslexia findings from more than 30 top researchers and practitioners. The contributors share diverse perspectives, concerns, challenges, and solutions, with brief jargon-free summaries at the beginning of each chapter to make the book accessible to a wider audience. Each chapter also points to research gaps and remaining questions to help shape future innovations from the next generation of researchers. A landmark addition to the literature on dyslexia and neuroscience, this forward-thinking volume should be on the shelf of every researcher and graduate student whose work focuses on neuroscience and dyslexia.

  • the clinical and sociological aspects of dyslexia
  • early atypical brain development in developmental dyslexia
  • reading in children with developmental disorders
  • brain asymmetries and sex differences in developmental dyslexia
  • sex differences in cognition and learning
  • intergenerational transmission of reading and reading brain networks
  • animal models of early neural disruption
  • the genetic factors that underlie handedness and left hemisphere language dominance
  • the genetics of specific reading disability
  • and more essential dyslexia topics
With contributions by
  • David Urion
  • John L.R. Rubenstein
  • Geert J. de Vries
  • Thomas G. O’Connor
  • Tuong-Vi Nguyen
  • Margaret M. McCarthy
  • Franck Ramus
  • Eileen Luders
  • David S. Hong
  • R. Holly Fitch
  • Laurie Cutting
  • Elena Grigorenko
  • Sebastian Ocklenburg
  • Silvia Paracchini
  • Sergey Kornilov
  • Heidi Feldman
  • Nicole Landi
  • and more


Review by: Thomas Lachmann, Head of Center for Cognitive Science at University of Kaiserslautern
"An excellent book[that] connect[s] high quality basic neuroscientific research with practical implications and issues that are of importance for teachers and psychologists."
Review by: Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago
“An exemplary case study of how theory leads to empirical research which in turn leads to increased understanding of how brain development, hormones, genes, and other factors impact learning to read.”

Table of Contents

About the Editors

About the Contributors

History of The Dyslexia Foundation (TDF)



Section I: The Geschwind- Galaburda Hypothesis and Dyslexia
  • Chapter 1. The Geschwind-Galaburda Hypothesis
    Albert M. Galaburda
  • Chapter 2. Clinical and Sociological Aspects of Dyslexia, in the Context of the Geschwind-Galaburda Hypothesis Thirty Years Later
    David Urion
Section II: Brain Development, Hormones, and Immunology
  • Chapter 3. Mechanisms That Control Left/Right Asymmetry and Sexual Dimorphisms in the Forebrain
    John L.R. Rubenstein
  • Chapter 4. Sex Differences in the Galaburda-Geschwind Theory of Cerebral Lateralization: The Whole Body Perspective Revisited
    Gert J. de Vries
  • Chapter 5. Can Prenatal Maternal Distress Predict Child Cerebral Laterality? Recent Findings and Implications for the Geschwind-Galaburda Hypothesis
    Thomas G. OConnor, Emily S. Barrett, and Ana Vallejo Sefair
  • Chapter 6. Pubertal Effects of Androgens on Brain Development & Lateralization
    Tuong-Vi Nguyen
  • Integrative Summary 1: Brain Development, Hormones and Immunology and the Geschwind-Galaburda Hypothesis
    Margaret M. McCarthy
Section III: Sex Differences
  • Chapter 7. Brain Asymmetries and Sex Differences in Developmental Dyslexia
    Franck Ramus, Irene Altarelli, Katarzyna Jednorg, Jingjing Zhao, and Lou Scotto di Covella
  • Chapter 8. The Sexual Dimorphism of the Human Brain: Discriminating between Effects of Brain Size and Effects of Sex Independent of Brain Size
    Eileen Luders
  • Chapter 9. Sex Differences in Cognition and Learning
    David S. Hong
  • Chapter 10. Animal Models of Early Neural Disruption: Sex Differences, Neuroplasticity, and Implications for Dyslexia
    R. Holly Fitch, Courtney Hill Bodge, Caitlin Szalkowski, and Amanda Smith
  • Integrative Summary 2: Sex Differences and the Geschwind-Galaburda Hypothesis
    Laurie Cutting
Section IV: Laterality
  • Chapter 11. From One to Many: Why the Mechanics of Complex Human Traits are Difficult to Decipher
    Elena Grigorenko
  • Chapter 12. The Ontogenesis of Handedness and Language Lateralization: Links to Developmental Disorders
    Sebastian Ocklenburg& Jutta Peterburs
  • Integrative Summary 3: From Genes to Brains
    Sylvia Paracchini
Section V: Reading and Dyslexia: From Genes to Behavior
  • Chapter 13. Genetics of Specific Reading Disability: The State of Affairs
    Sergey Kornilov & Elena Grigorenko
  • Chapter 14. Intergenerational Transmission of Reading and Reading Brain Networks
    Fumiko Hoeft & Roeland Hancock
  • Chapter 15. Early Atypical Brain Development in Developmental Dyslexia
    Nadine Gaab & Ola Ozernov-Palchik
  • Chapter 16. Reading in Children with Developmental Disorders
    Heidi Feldman
  • Integrative Summary 4: Reading Skill and the Geschwind-Galaburda Hypothesis
    Nicole Landi

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