Professor of Pediatrics at Yale University / Co-Director of the Yale Center for Dyslexia and Creativity

Neurology

Sally E. Shaywitz is an expert in the field of Neurology. She researched medicine at Albert Einstein College of Medicine at Jacobi Medical Center. She over the years received 4 awards: "Top Doctors: New York Metro Area", "America's Top Doctors", "New York Magazine: Top Doctors" and "Elected Member". Sally Shaywitz is a published doctor and has 90 publications published. The lastest was: 'Quantifying and comparing region-of-interest activation patterns in functional brain MR imaging: methodology considerations.'

Publications

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• Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia.
• Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail.
• Response to Intervention: Prevention and Remediation, Perhaps. Diagnosis, No.
• Paying attention to reading: the neurobiology of reading and dyslexia.
• The education of dyslexic children from childhood to young adulthood.
• Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence.
• A case of less than meets the eye.
• Management of dyslexia, its rationale, and underlying neurobiology.
• Age-related changes in reading systems of dyslexic children.
• The role of functional magnetic resonance imaging in understanding reading and dyslexia.
• DCDC2 is associated with reading disability and modulates neuronal development in the brain.
• Dyslexia (specific reading disability).
• Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient.
• The effects of methylphenidate on neural systems of attention in attention deficit hyperactivity disorder.
• Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention.
• Better oral reading and short-term memory in midlife, postmenopausal women taking estrogen.
• Neural systems for compensation and persistence: young adult outcome of childhood reading disability.
• The science of reading and dyslexia.
• Effects of event probability and sequence on children with attention-deficit/hyperactivity, reading, and math disorder.
• Disruption of posterior brain systems for reading in children with developmental dyslexia.
• Science informing policy: The National Institute of Child Health and Human Development's contribution to reading.
• Comorbidity of learning and attention disorders. Separate but equal.
• Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence.
• The cerebellum's role in reading: a functional MR imaging study.
• Estrogen and Alzheimer disease: plausible theory, negative clinical trial.
• An event-related neuroimaging study distinguishing form and content in sentence processing.
• Adrenomedullary function during cognitive testing in attention-deficit/hyperactivity disorder.
• Functional neuroimaging studies of reading and reading disability (developmental dyslexia).
• Network analysis of brain activations in working memory: behavior and age relationships.
• The angular gyrus in developmental dyslexia: task-specific differences in functional connectivity within posterior cortex.
• Estradiol levels in girls with Turner''s syndrome compared to normal prepubertal girls as determined by an ultrasensitive assay.
• Error-related event-related potentials in children with attention-deficit hyperactivity disorder, oppositional defiant disorder, reading disorder, and math disorder.
• The functional neural architecture of components of attention in language-processing tasks.
• A school-aged child with delayed reading skills.
• Neurobiological studies of reading and reading disability.
• The biochemical basis of minimal brain dysfunction.
• New diagnostic terminology for minimal brain dysfunction.
• Animal models and childhood behavioral disturbances: dopamine depletion in the newborn rat pup.
• The validity of discrepancy-based definitions of reading disabilities.
• Discrepancy compared to low achievement definitions of reading disability: results from the Connecticut Longitudinal Study.
• Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.
• Comorbidity: a critical issue in attention deficit disorder.
• Introduction to the special series on attention deficit disorder.
• The boundaries of attention deficit disorder.
• Growth hormone and prolactin response to methylphenidate in children with attention deficit disorder.
• Epilepsy in children with attention deficit disorder: cognitive, behavioral, and neuroanatomic indices.
• Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study.
• Comparisons of cutoff and regression-based definitions of reading disabilities.
• Autonomic dysfunction, peripheral neuropathy, and depression.
• Increased medication use in attention-deficit hyperactivity disorder: regressive or appropriate?
• Attention deficit disorder: current perspectives.
• Concurrent and predictive validity of the Yale Children's Inventory: an instrument to assess children with attentional deficits and learning disabilities.
• Brief debrisoquin administration to assess central dopaminergic function in children.
• Yale Children's Inventory (YCI): an instrument to assess children with attentional deficits and learning disabilities. I. Scale development and psychometric properties.
• Evaluation of school performance: dyslexia and attention deficit disorder.
• Exogenous growth hormone levels predict attentional performance: a preliminary report.
• Components of attention, methylphenidate dosage, and blood levels in children with attention deficit disorder.
• Attention deficit disorder.
• Girls with attention deficit disorder: a silent minority? A report on behavioral and cognitive characteristics.
• Nursing neuropathy. An easily remedied problem of the nursing mother.
• Computed tomographic brain scanning in children with developmental neuropsychiatric disorders.
• Assessment of brain function in clinical pediatric research: behavioral and biological strategies.
• Strategies for study of the neurochemistry of attention deficit disorder in children.
• Developmental and pharmacological aspects of attention deficit disorder (ADD).
• Attention deficit disorder: quantitative analysis of CT.
• Current status of the neuromaturational examination as an index of learning disability.
• Neurochemical correlates of attention deficit disorder.
• Diagnosis and management of attention deficit disorder: a pediatric perspective.
• Attentional and perceptual disturbances in children with Tourette's syndrome, attention deficit disorder, and epilepsy.
• Animal models of neuropsychiatric disorders and their relevance for Tourette syndrome.
• Long-term consequences of Reye syndrome: a sibling-matched, controlled study of neurologic, cognitive, academic, and psychiatric function.
• Psychopharmacology of attention deficit disorder: pharmacokinetic, neuroendocrine, and behavioral measures following acute and chronic treatment with methylphenidate.
• The Yale Neuropsycho-educational Assessment Scales.
• Developmental language disability as a consequence of prenatal exposure to ethanol.
• Behavior and learning difficulties in children of normal intelligence born to alcoholic mothers.
• Aspartame, behavior, and cognitive function in children with attention deficit disorder.
• Defining and classifying learning disabilities and attention-deficit/hyperactivity disorder.
• Sex differences in the functional organization of the brain for language.
• Brain morphology in normal and dyslexic children: the influence of sex and age.
• Teacher questionnaires: a classification perspective.
• Blunted catecholamine responses after glucose ingestion in children with attention deficit disorder.
• Cerebral organization of component processes in reading.
• Predicting reading performance from neuroimaging profiles: the cerebral basis of phonological effects in printed word identification.
• Auditory selective attention: an fMRI investigation.
• Functional disruption in the organization of the brain for reading in dyslexia.
• Quantifying and comparing region-of-interest activation patterns in functional brain MR imaging: methodology considerations.
• Effect of estrogen on brain activation patterns in postmenopausal women during working memory tasks.
• Paired-associate learning in attention-deficit/hyperactivity disorder as a function of hyperactivity-impulsivity and oppositional defiant disorder.
• Executive functioning deficits in attention-deficit/hyperactivity disorder are independent of oppositional defiant or reading disorder.

Schools

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• Albert Einstein College of Medicine of Yeshiva University

• Bronx Municipal Hospital Center

• Albert Einstein College Med

Doctors Specialties

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• Pediatrics
• Neurology

Accepted Insurances

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Awards

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• Top Doctors: New York Metro Area
• America's Top Doctors
• New York Magazine: Top Doctors
• Elected Member

Education

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• Albert Einstein College of Medicine at Jacobi Medical Center
• Albert Einstein College of Medicine of Yeshiva University

Hospital

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• Yale-New Haven Hospital

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