Lese- und Rechtschreibstörung im Schulalter
Neuropsychologische Aspekte
Abstract
Die Lese-Rechtschreibstörung gehört mit einer Prävalenz um 5 % zu den häufigsten umschriebenen Entwicklungsstörungen, die nachhaltig die schulische, psychische und soziale Entwicklung der Kinder und Jugendlichen beeinflusst. Zu den neuropsychologisch am besten untersuchten Faktoren, die bedeutsam für den Lese- und Rechtschreibprozess sind, gehören phonologische Bewusstheit und orthographisches Wissen. Die neurobiologischen Korrelate dieser Faktoren konnten in einem Netzwerk des Lesens erfolgreich beschrieben werden. Funktionseinschränkungen wurden in der linken Hemisphäre des Gehirns in der visuellen Wortformregion, dem Gyrus temporalis superior und inferior frontalen Gehirnregionen wiederholt beschrieben.
Dyslexia occurs with a prevalence rate of 5 %. It is a very common developmental disorder which has a negative impact on the psycho-social and school development of children and adolescents. Phonological awareness and orthographic knowledge are highly relevant for learning how to read and write. Neurobiological correlates of these processes were repeatedly identified in a cortical reading network in the left hemisphere. These regions are the visual word form areal, the gyrus temporalis superior und inferior frontal regions.
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