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 …

We summarize the current state of knowledge of the brain's reading circuits, and then we
describe opportunities to use quantitative and reproducible methods for diagnosing these …

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

Reading is a complex process that involves low-level visual processing, phonological
processing, and higher-level semantic processing. Given that skilled reading requires …

Children with and without dyslexia differ in their behavioral responses to visual information,
particularly when required to pool dynamic signals over space and time. Importantly …

Developmental dyslexia is characterized by the inability to acquire typical reading and
writing skills. Dyslexia has been frequently linked to cerebral cortex alterations; however …

An accurate model of the factors that contribute to individual differences in reading ability
depends on data collection in large, diverse and representative samples of research …

Conflicting empirical and theoretical accounts suggest that dyslexia is associated with either
average, enhanced, or impoverished high‐level visuospatial processing relative to controls …

In a recent paper, Share discussed four different “Common Misconceptions about the
Phonological Deficit Theory of Dyslexia” and described this theory as “a model of true …

Dyslexia is associated with abnormal performance on many auditory psychophysics tasks,
particularly those involving the categorization of speech sounds. However, it is debated …