Decoding-based reading disorder (RD; aka developmental dyslexia) is one of the most common neurodevelopmental disorders, affecting approximately 5-10% of school-aged children across languages. Even though neuroimaging studies suggest an impairment of the left reading network in RD, the onset of this deficit and its developmental course, which may include constancy and change, is largely unknown. There is now growing evidence that the recruitment of brain networks underlying perceptual, cognitive and linguistic processes relevant to reading acquisition varies with age. These age-dependent changes may in turn impact the neurocognitive characteristics of RD observed at specific developmental stages. Here we synthesize findings from functional and structural magnetic resonance imaging (MRI) studies to increase our understanding of the developmental time course of the neural bases underlying (a)typical reading. We first provide an overview of the brain bases of typical and atypical (impaired) reading. Next we describe how the understanding of RD can be deepened through scientific attention to age effects, for example, by integrating findings from cross-sectional studies of RD at various ages. Finally, we accent findings from extant longitudinal studies that directly examine developmental reading trajectories beginning in the preliterate stage at both group and individual levels. Although science is at the very early stage of understanding developmental aspects of neural deficits in RD, evidence to date characterizes RD by atypical brain maturation. We know that reading impairment may adversely impact multiple life domains such as academic achievement and social relationships, and unfortunately, that these negative outcomes can persist and compound into adulthood. We contend that exploring the developmental trajectories of RD will contribute to a greater understanding of how neural systems support reading acquisition. Further, we propose and cite evidence that the etiology of RD can be better investigated by distinguishing primary deficits from secondary impairments unfolding along development. These exciting and modern investigatory efforts can also indirectly contribute to a centered practice of early and accurate identification and optimal intervention to support the development of foundational pre-literacy skills and fluent reading. In sum, integrating a developmental understanding into the science and practice of reading acquisition and intervention is both possible and necessary.

中文翻译：

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阅读障碍的神经生物学基础第二部分：典型和非典型阅读中发展注意事项的重要性

基于解码的阅读障碍（RD；又名发育性阅读障碍）是最常见的神经发育障碍之一，影响着大约5-10％的跨语言学习年龄的儿童。尽管神经影像学研究提示RD的左阅读网络受损，但这种缺陷及其发展过程（可能包括持续性和变化性）的发作在很大程度上尚不清楚。现在有越来越多的证据表明，与阅读习性有关的感知，认知和语言过程所依赖的大脑网络的招募随着年龄的增长而变化。这些与年龄有关的变化可能反过来会影响在特定发育阶段观察到的RD的神经认知特征。在这里，我们综合了功能和结构磁共振成像（MRI）研究的发现，以加深我们对（a）典型阅读基础的神经基础的发育时间进程的了解。我们首先提供典型和非典型（受损）阅读的大脑基础的概述。接下来，我们将描述如何通过科学关注年龄效应来加深对RD的理解，例如，通过整合各个年龄段的RD横断面研究得出的结果。最后，我们强调了来自现有纵向研究的发现，这些研究直接检查了从预识阶段开始的，在小组和个人两个层面上的发展阅读轨迹。尽管科学还处于了解RD中神经功能缺损的发展方面的早期阶段，迄今为止，通过非典型脑成熟来表征RD的证据。我们知道，阅读障碍可能会对多个生活领域产生不利影响，例如学业成就和社会关系，而且不幸的是，这些负面结果会持续存在并成年。我们认为探索RD的发展轨迹将有助于更好地了解神经系统如何支持阅读获取。此外，我们提出并引用了证据，通过将发展过程中出现的主要缺陷与继发性损伤区分开来，可以更好地研究RD的病因。这些激动人心的现代调查工作还可以间接促进早期，准确识别和最佳干预的中心实践，以支持基础读写能力和流利阅读能力的发展。总而言之，将发展性理解纳入阅读获取和干预的科学和实践中既有可能也是必要的。