{"id":19644,"date":"2025-08-28T11:19:34","date_gmt":"2025-08-28T14:19:34","guid":{"rendered":"https:\/\/tmpi-pimt.com\/when-the-brain-reorganizes-and-reading-becomes-difficult\/"},"modified":"2026-05-22T14:51:55","modified_gmt":"2026-05-22T17:51:55","slug":"when-the-brain-reorganizes-and-reading-becomes-difficult","status":"publish","type":"post","link":"https:\/\/tmpi-pimt.com\/en\/when-the-brain-reorganizes-and-reading-becomes-difficult\/","title":{"rendered":"When the brain reorganizes\u2026 and reading becomes difficult"},"content":{"rendered":"\n

An integrative look at the origins of dyslexia<\/strong><\/h2>\n\n

\u201cHe doesn\u2019t understand what he reads.\u201d\u201cShe struggles so much with writing.\u201d\u201cHe confuses letters\u2026 but he\u2019s very intelligent.\u201d<\/p>\n\n

Dyslexia shows up in the clinic, at school, at home.<\/p>\n\n

And although it often presents itself as a school problem,its roots are much deeper.<\/p>\n\n

What if it wasn\u2019t a reading problem\u2026 but a problem of brain organization?<\/strong><\/h2>\n\n

A recent article published in Progress in Brain Research<\/em> (Giraud et al., 2024) explores the genetic origins<\/strong> of dyslexia, showing how certain brain regions linked to language fail to develop efficient connectivity in many of these children\u2014even when they have had rich early exposure to reading.<\/p>\n\n

In other words: even when stimulation and experience are present<\/strong>, some areas simply don\u2019t activate the way they should.<\/p>\n\n

And what does the brain do when one area doesn\u2019t activate?<\/p>\n\n

Here comes into play the theory of brain reorganization\u2026<\/p>\n\n

The brain as a garden: when some areas invade the space of others<\/strong><\/h2>\n\n

David Eagleman, neuroscientist and science communicator, uses a powerful metaphor:the brain is like a garden in which every bit of space is put to use<\/strong>.<\/p>\n\n

When one zone doesn\u2019t receive enough input or connectivity,neighboring areas invade that unclaimed territory<\/strong>.<\/p>\n\n

It\u2019s a form of biological efficiency, but also of compensation.<\/p>\n\n

This explains, for example, why some blind individuals develop a visual cortex that processes sound or touch.<\/p>\n\n

And in dyslexia\u2014could something similar be happening?<\/p>\n\n

Genetics\u2026 and plasticity?<\/strong><\/h2>\n\n

The article by Giraud and collaborators points to a genetic predisposition.<\/strong><\/p>\n\n

But not an irreversible sentence.<\/p>\n\n

From Hadders-Algra\u2019s Neuronal Group Selection Theory<\/strong>, we know that:<\/p>\n\n