Learning to read and developmental dyslexia

The impact of a reading and spelling disability on children's mental health

Good reading skills are the foundation for a successful school education and career. However, 5-10% of children experience unexpected difficulties in learning to read. Children with a reading and spelling disability (dyslexia) often have a difficult time at school. The associated frustration and failure can have a negative impact on children's mental health and well-being. Early identification of children at risk of dyslexia is crucial to ensure effective and timely support.

Early identification to better support children

Our diverse research projects on reading, learning to read and dyslexia cover a wide range of approaches and methods, all with the central aim of using new findings and improved knowledge to better support children, adolescents and adults with problems in learning to read and in the reading process.

This includes research into early identification of dyslexia and the development and evaluation of innovative approaches to (early) intervention and training. On the other hand, we focus on research into fundamental neuroscientific aspects of language and reading development and the multifactorial causes of dyslexia.

Individual differences in brain development

We are especially interested in individual differences in brain development and the plasticity of brain networks involved in language processing, reading acquisition and multisensory processes. We are investigating the specific characteristics of these networks in dyslexia and monitor how they are altered with targeted training. We take into account a wide range of factors, including linguistic experience (e.g. multilingualism, language development disorders), the reading habits of children and their families, as well as genetic underpinnings and school and environmental influences.

A close link between research and clinic

A close link to the clinic enable us to translate our research findings into practice. New scientific evidence is constantly being incorporated into our outpatient assessment clinic for dyslexia, enabling us to further improve both diagnosis and support for children and adolescents. This collaboration also allows us to generate new questions that drive our research forward.

Platform for learning and learning disorders

Together with partners at the University Children's Hospital Zurich, we have set up a research, information and training platform on learning and learning disorders. This platform is funded by the University Research Priority ProgramAdaBD and is an important resource for gaining knowledge, exchanging information and providing further education for interested parties, specialists and those affected.