Behavioral research supports the efficacy of intervention for reading disability, but the brain
mechanisms underlying improvement in reading are not well understood. Here, we review …

Dyslexia is associated with phonological and visuo-attentional deficits. Phonological
interventions improve word accuracy and letter-sound knowledge, but not reading fluency …

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations
of Learning is a landmark volume that brings together cutting-edge research examining …

Poor phonological processing has typically been considered the main cause of dyslexia.
However, visuo‐attentional processing abnormalities have been described as well. The goal …

This pioneering book is now in a revised and expanded second edition featuring the latest
neuroscientific knowledge and instructional strategies. Kelly B. Cartwright provides a …

The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and
auditory (phonological processing) network synchrony in dyslexic readers. The weaker …

Dyslexia, or reading difficulty, is characterized by slow, inaccurate reading accompanied by
executive dysfunction. Reading training using the Reading Acceleration Program improves …

Poor response to treatment is a defining characteristic of reading disorder. In the present
systematic review and meta-analysis, we found that the overall average effect size for …

Abstract Executive Functions (EFs) are high-order cognitive processes relevant to learning
and adaptation and frequently impaired in children with specific learning disorders (SLDs) …

Abstract The Reading Acceleration Program is a computerized program that improves
reading and the activation of the error-detection mechanism in individuals with reading …