ABSTRACT
Neuroscientific support for DCT in literacy is cited in various places in this book, and this chapter deals with the subject proper. We draw on earlier summaries of the topic (Paivio, 2007, 2008, 2010) that update findings relevant to literacy. The evidence comes from the neuropsychological effects of localized brain damage due to injuries and strokes, and normal brain activity as revealed by various brain scanning techniques.
