Understanding dyslexia and the factors underlying reading difficulties is becoming increasingly popular. Our understanding of reading ability and dyslexia has improved thanks to research into the morphological and physiological changes in the brain. In terms of poor reading and phonological measurements, investigations into brain chemistry and reading establish a neurometabolic framework of dyslexia. Furthermore, research into the genetic aetiology of reading has shown a number of genes and SNPs linked to dyslexia. However, nothing is known about the intersection of these two fields of study. As a result, we present a comprehensive view of dyslexia based on the concept of modularity, incorporating results and implications from brain morphological, neurophysiological, neurochemical, genetic, and educational perspectives on dyslexia. We believe that this project will lay a solid platform for pursuing the prospects of a comprehensive intervention and well-informed reading solutions.
