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Resumen
La habilidad lectora está representada por una curva de distribución normal en la que el fenotipo denominado disléxico constituye aproximadamente el 17%. Esta distribución y frecuencia hacen de este fenotipo una expresión alternativa de la normalidad lectora en el ser humano. En este trabajo se propone un modelo que mira a la dislexia como una manifestación de neurodiversidad, superando las ideas que la presumen como una neuropatología. En él se sugiere que las variantes disléxicas son alternativas fenotípicas que permiten a los individuos desarrollar habilidades cognitivas novedosas y adaptativas. Para este fin, se analizó el marco conceptual y experimental de 143 artículos científicos obtenidos de las bases de datos ScienceDirect, NCBI y PubMed, seleccionados bajo los términos de búsqueda “dislexia” y “lectura”, relacionados con su neurobiología, diagnóstico, características y neurodiversidad. La inclusión adicional de datos neurofisiológicos y neuroanatómicos, representados por modelos a lo largo del trabajo, permitió ilustrar la diversidad de las organizaciones cerebrales que ratifican la idea de que los “cerebros disléxicos” no representan un rasgo fenotípico inadaptado, sino más bien un arreglo de organizaciones cerebrales que proporcionan posibilidades cognitivas diversas. En consecuencia, se construyó un modelo neurobiológico teórico para lectura y dislexia que procura predecir las múltiples posibilidades de procesamiento de la información para ambos fenotipos. Esta teorización condujo a proponer un nuevo concepto para referirse a las variantes “disléxicas” del fenotipo humano, la holodisnomia, término que aspira a sustituir el término dislexia y que atiende a la capacidad de los individuos que lo exhiben de procesar la información de manera global (holo-), así como desarrollar una estructura de pensamiento que diverge positivamente de la norma (-disnomia).
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