Research Symposium

BIO

Hello! My name is Brendan Hanbury, and I am a first-year Honors student at FSU pursuing a dual degree in Neuroscience and Public Health, with minors in Chemistry and Geography. Beyond my primary coursework, I am completing an undergraduate certificate in Interdepartmental Developmental Disabilities to further my understanding of neurodivergence. Under the supervision of Dr. Wagner and his team, we have been conducting a meta-analysis on the risk factors for dyslexia. By extracting data from a multitude of diverse studies, I aim to contribute to a more comprehensive understanding of learning disorders.
As a pre-medical student with a particular interest in understanding complex neurological, mental health, and social challenges, I intend to pursue a career in psychiatry to bridge the gap between public health advocacy and accessible care for underserved and rural populations. With the goal of providing patient-centered care for those navigating these multifaceted obstacles.

Meta-Analysis of Risk-Factors for Dyslexia

Abstract

Dyslexia is a distinct, complex neurodevelopmental condition that significantly impacts lifelong educational outcomes and affects up to 20% of the population. Dyslexia is primarily characterized by impaired word recognition and decoding difficulties. While there has been much research on dyslexia, individual small-scale studies often lack the necessary statistical power to generalize these findings across a multitude of diverse groups. This research, conducted through Florida State University’s NIH Multidisciplinary Learning Disabilities Research Center, utilizes a large-scale meta-analysis to establish an evidence-based understanding of the prevalence and underlying mechanisms of dyslexia. The methodology follows a rigorous systematic framework to screen and synthesize decades of global research. Following an extensive literature review of over 3,800 identified studies, researchers applied a standardized codebook and strict inclusionary criteria to exclude methodologically unsound data and refine the sample. Preliminary results have yielded a group of high-quality studies that provide precise effect sizes regarding the cognitive and behavioral markers of this disorder. By aggregating these data, the project is developing a large-scale correlation matrix to identify and weight predictive neurobiological signs. These findings underscore the importance of treating dyslexia as a specific challenge requiring specialized, evidence-based approaches or diagnosis and intervention. Ultimately, this research aims to bridge the gap between laboratory findings and real-world application by creating a robust scientific foundation for earlier prediction, more accurate clinical diagnosis, and more effective instructional policies. This comprehensive synthesis provides the clarity necessary to improve long-term academic trajectories for all individuals who are currently struggling with these learning disabilities.

Keywords: Meta-Analysis, Dyslexia, Specific Learning Disorder, learning disorder, risk factors