La dislexia como manifestación de neurodiversidad

Abstract

One of the outstanding phenotypic elements of the human being is his capacity to acquire information through reading. This capacity is heterogeneous, so the reader phenotype exhibited in the human population corresponds to a broad spectrum of individual manifestations. Thus, reading ability is represented by a normal distribution curve, in which the so-called dyslexic phenotype constitutes approximately 17% (APA, 2013, Barbiero et al., 2012; Zakopoulou et al., 2011; Shaywitz et al., 1992; ). This distribution and frequency make the dyslexic phenotype an alternative expression of normal reading in humans. Although some voices consider it as a disabling / maladaptive phenotype, it is necessary to remember that all phenotypes exhibit circumstantially advantageous qualities depending on the contexts in which they perform. This suggests that the reading phenotypes emerge naturally in each individual as the result of contingent responses of the developing brain to circumstantial challenges that arise during prenatal and postnatal life, so that considering them pathologies is incorrect. We hypothesize that dyslexic phenotypic variants constitute alternatives that allow those individuals who show them the development of highly adaptive cognitive abilities. To this end, a review, analysis and theoretical proposal was made on the neuroanatomy and neurophysiology of dyslexia and eu-language that triggered the construction of a new neurobiological model that predicts the multiple possibilities of information processing for the eu-reader and dyslexic phenotypes. Regarding the above, the updated model of the neural pathways used in reading processes and involved in the phenotypic traits exhibited by the population with dyslexia led to the creation of a new concept that covers the broad spectrum of phenotypic traits of dyslexic persons (ie, Holodisnomia).