Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual’s risk of developing DD. In DD, as in most complex phenotypes, the presence of a genetic mutation fails to explain the broad phenotypic spectrum observed. Early life stress has been repeatedly associated with the risk of multifactorial disorders, due to its effects on chromatin regulation, gene expression, HPA axis function and its long-term effects on the systemic stress response. Based on recent evidence, we discuss the potential role of stress on DD occurrence, its putative epigenetic effects on the HPA axis of affected individuals, as well as the necessity of early and appropriate intervention, based on the individual stress-associated (endo)phenotype.

Developmental dyslexia (DD) is a learning disorder. Although risk genes have been identified, environmental factors, and particularly stress arising from constant difficulties, have been associated with the occurrence of DD by affecting brain plasticity and function, especially during critical neurodevelopmental stages. In this work, electroencephalogram (EEG) findings were coupled with the genetic and epigenetic molecular signatures of individuals with DD and matched controls. Specifically, we investigated the genetic and epigenetic correlates of key stress-associated genes (NR3C1, NR3C2, FKBP5, GILZ, SLC6A4) with psychological characteristics (depression, anxiety, and stress) often included in DD diagnostic criteria, as well as with brain EEG findings. We paired the observed brain rhythms with the expression levels of stress-related genes, investigated the epigenetic profile of the stress regulator glucocorticoid receptor (GR) and correlated such indices with demographic findings. This study presents a new interdisciplinary approach and findings that support the idea that stress, attributed to the demands of the school environment, may act as a contributing factor in the occurrence of the DD phenotype.

This study investigated neural oscillatory dynamics underlying visual word recognition in university students with dyslexia using a portable brain–computer interface (BCI) EEG system. The sample included university students with dyslexia (N = 12) and matched controls (N = 14) who completed auditory discrimination and visual word recognition tasks, with and without musical accompaniment. Through these experimental conditions, the researchers assessed (a) the cortical activation across frequency bands, (b) the modulatory effect of background music, and (c) the relationship between emotional states and brain activity. Results revealed significant group differences in oscillatory patterns, with reduced β- and γ-band activity in the left occipito-temporal cortex among participants with dyslexia, confirming disrupted temporal coordination in posterior reading networks. Compensatory right-hemisphere activation was observed, particularly under musical conditions, accompanied by increased α-band power and reduced δ activity, indicating enhanced attentional engagement and reduced cognitive fatigue. Emotional assessment using the DASS-21 revealed higher stress and anxiety scores in the dyslexic group, suggesting that affective factors may modulate oscillatory dynamics. The presence of background music appeared to attenuate these effects, supporting improved emotional regulation and cognitive focus. These findings demonstrate that dyslexia reflects a distributed disruption in neural synchrony and cross-frequency coupling, influenced by both cognitive and affective mechanisms. The integration of portable EEG technology with rhythmic auditory stimulation offers new insights into the neurophysiological and emotional aspects of dyslexia, highlighting the potential of rhythm- and music-based approaches for both diagnostic and therapeutic applications.