Document Type
Article
Publication Title
International Journal of Multidisciplinary and Current Educational Research
Abstract
Recent advances in neuroscience and educational technology have challenged the traditional phonological-deficit model of dyslexia, revealing the profound influence of visual-symbolic processing, neuroaesthetic resonance, and cultural context in the reading brain. This article interrogates prevailing assessment paradigms by synthesizing research on the Visual Word Form Area (VWFA), cross-linguistic literacy systems, and emerging neurodiversity frameworks. The study addresses the urgent need to reconceptualize dyslexia as a heterogeneous divergence in symbolic processing—rooted as much in neuroaesthetic and visuospatial alignment as in phonemic awareness. Existing screeners, predominantly optimized for English and other Latin-based scripts, systematically neglect the cognitive realities of learners in multilingual and script-diverse societies, notably India, where more than 20 official scripts coexist and pedagogical infrastructure remains limited. Through an interdisciplinary review of neuroscience, visual culture, eye-tracking, typography, and cross-script cognition, we introduce the NeuroSymbolic Pattern Model (NSPM) as a new framework for inclusive, technology-enhanced dyslexia screening. Drawing on technological innovations such as AI-driven eye-tracking and neuroadaptive interfaces, the paper advocates for multimodal, script-responsive, and strength-based assessments. By decentering Anglocentric norms and integrating positive language approaches, this research advances a global, precision-education agenda capable of supporting neurodivergent learners across linguistic and cultural divides. The significance of this study lies in its call for educational equity, diagnostic accuracy, and embracing cognitive diversity as a foundational principle in the design of next-generation literacy screening tools.
Publication Date
11-2025
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hutson, Piper and Hutson, James, "Beyond Phonics: Neuroaesthetic and Symbolic Divergence in Culturally Responsive Dyslexia Screening" (2025). Faculty Scholarship. 785.
https://digitalcommons.lindenwood.edu/faculty-research-papers/785