Interdisciplinary Approaches to Literacy Acquisition and Disorders: Neuroscience, Psychology, and Education

Literacy acquisition and related disorders stand at the intersection of neuroscience, psychology, and education, forming a convergent field that investigates how brain systems support the development of literacy skills. Recent research has greatly advanced our understanding of the neural and cognitive substrates underlying reading, highlighting the complex interplay between speech perception, phonological processing, orthographic knowledge, and language comprehension. Yet, significant questions remain regarding how these processes coalesce to foster successful reading development and precisely how disruptions in these systems lead to disorders such as dyslexia. Notably, gaps persist in mapping the developmental trajectories of brain networks for reading, elucidating cross-linguistic differences, and translating mechanistic insights into practical frameworks for intervention and education.Current studies have utilized neuroimaging, neurophysiological techniques, computational models, and cognitive-behavioral methods to unravel the intricate mechanisms behind decoding, comprehension, and the manifestation of reading disorders across different languages and writing systems. These interdisciplinary efforts have yielded novel insights into the neural correlates of reading and spoken language, providing a deeper appreciation for the reciprocal influences between oral language skills and literacy development. Importantly, emerging evidence suggests that targeted interventions grounded in neuroscientific principles can enhance educational outcomes, particularly for individuals with reading difficulties.This Research Topic aims to foster a multidisciplinary dialogue that brings together cutting-edge research on the neural and cognitive mechanisms of reading, with a focus on integrating basic science and educational practice. The goal is to clarify how interactions between speech, language, and literacy give rise to both typical and atypical reading development, and to stimulate research that translates these findings into effective intervention, remediation, and inclusive literacy instruction for all learners.To gather further insights into the interdisciplinary study of reading development and disorders, including boundaries at the intersection of neuroscience, psychology, and educational practice. We welcome articles addressing, but not limited to, the following themes:o Neural mechanisms underlying decoding and reading comprehensiono Interactions between oral language abilities and reading acquisition or difficultieso Developmental trajectories and plasticity of reading-related brain networkso Cross-linguistic, orthographic, and cultural influences on reading circuitso Biological and cognitive bases of dyslexia and other developmental or acquired reading disorderso Translational research connecting neural findings to classroom intervention and inclusive literacy educationo Methodological advances in neuroimaging, computational modeling, and neuromodulation related to literacy Topic editors: Jascha Ruesseler, Zhichao Xia Source: https://www.frontiersin.org/research-topics/77742/interdisciplinary-approaches-to-literacy-acquisition-and-disorders-neuroscience-psychology-and-education