The authors report a systematic meta-analytic review of the relationships among 3 of the
most widely studied measures of children's phonological skills (phonemic awareness, rime …

Some people doubt that the concept of developmental dyslexia (DD) is useful at all because
the phonological weaknesses seen in DD cannot be distinguished from those found in every …

The Dyslexia Debate examines how we use the term" dyslexia" and questions its efficacy as
a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's …

Delineating the functional organization of the prefrontal cortex is central to advancing
models of goal‐directed cognition. Considerable evidence indicates that specific forms of …

Although impaired auditory–phonological processing is the most popular explanation of
developmental dyslexia (DD), the literature shows that the combination of several causes …

The scientific study of reading has a rich history that spans disciplines from vision science to
linguistics, psychology, cognitive neuroscience, neurology, and education. The study of …

Competing theories of dyslexia posit that reading difficulties arise from impaired visual,
auditory, phonological, or statistical learning mechanisms. Importantly, many theories posit …

The general magnocellular theory postulates that dyslexia is the consequence of a
multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality …

This study investigates whether the core bottleneck of literacy-impairment should be situated
at the phonological level or at a more basic sensory level, as postulated by supporters of the …

Learning to read is extremely difficult for about 10% of children across cultures because they
are affected by developmental dyslexia (DD). According to the dominant view, DD is …