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# Dyslexia.com Resource Site

## Sitemaps

- [XML Sitemap](https://www.dyslexia.com/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [No Posts Available](https://www.dyslexia.com/no-posts-available/)

## Pages

- [Home](https://www.dyslexia.com/) - Dyslexia help and information. Effective strength-based solutions, training and referrals from Davis Dyslexia Association International.
- [Research Topic: Brain Function and Dyslexic Resiliency](https://www.dyslexia.com/research/research-database/alternate-brain-patterns/) - List and summaries of research articles exploring different patterns of brain use tied to reading skills and dyslexia.
- [Site Map](https://www.dyslexia.com/site-map/) - Site map for Dyslexia the Gift web site
- [The Dyslexic Reader](https://www.dyslexia.com/resources/the-dyslexic-reader/) - The Dyslexic Reader, publication of Davis Dyslexia Association International: Subscription information and archive links.
- [Contact Us](https://www.dyslexia.com/contact/) - Need Information? Get help from a licensed Davis Facilitator. Learn more about our workshops and other training for parents, teachers, and professionals. Get answers to general questions about our methods and our work. : Contact Us Mailing Address / Telephone Contact Davis Dyslexia Association International 1601 Bayshore Highway, Suite 260Burlingame, CA 94010 USA Telephone: Local: 1-650-692-7141
- [Resources](https://www.dyslexia.com/resources/) - Resource Links for Davis Support. Books, links to Davis Facilitator web sites, links to Davis organizations and support sites.
- [Professional Training Information](https://www.dyslexia.com/contact/training-info/) - We offer in-person and online training workshops throughout the world, geared to parents, teachers, therapists, and other adults. You can attend a single workshop or learn more about how to become a licensed Davis Facilitator.
- [State Dyslexia Laws - Archive Links](https://www.dyslexia.com/research/state-dyslexia-laws-archive-links/) - In 2009, Davis Dyslexia Association International created a legislative tracking site called Dyslegia.com to monitor laws tied to dyslexia services that were considered or passed in the United States. When the site was launched, only a handful of states had laws on the books recognizing dyslexia or providing for dyslexia screening or services. That website
- [Davis Dyslexia Online Support Resources](https://www.dyslexia.com/resources/online-support/) - Links to web sites and forums providing help with use of Davis techniques in schools and at home.
- [Test for Dyslexia: 37 Common Traits](https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/test-for-dyslexia-37-signs/) - 37 Common Symptoms. Most dyslexics exhibit 10 or more of these traits and behaviors.
- [Research Database](https://www.dyslexia.com/research/research-database/) - Extensive collection of research articles, summaries, and links to published scientific research.
- [Inside the Davis Program](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/) - Articles exploring experiences with Davis Dyslexia Correction Program. Profile of a program week; reports from adults and children.
- [Davis Methods Explored](https://www.dyslexia.com/davis-difference/) - Information about Davis Dyslexia Program - Program History, Theory, and Specific Tools and Techniques
- [About Davis Methods](https://www.dyslexia.com/davis-difference/about-davis/)
- [Davis Dyslexia Program: A Brief Explanation](https://www.dyslexia.com/davis-difference/davis-theory/davis-dyslexia-correction-explanation/) - Overview of Davis Dyslexia Correction Program. Orientation Counseling, de-triggering with the clay alphabet, Davis Symbol Mastery.
- [Davis Influence on Other Works](https://www.dyslexia.com/research/influence/) - Ron Davis' pioneering work in dyslexia is reflected in academic and popular literature incorporating or exploring his ideas and methods.
- [Davis Methods in the News](https://www.dyslexia.com/research/influence/davis-methods-in-the-news/) - Hundreds of licensed Davis facilitators throughout the world work with clients of all all ages. More than 80,000 children and adults have successfully completed Davis programs since DDAI was founded in 1995. This page contains reports gathered from many media sources profiling the Davis approach and many of the dedicated facilitators who have brought these innovative and
- [About Dyslexia](https://www.dyslexia.com/about-dyslexia/) - Articles exploring all aspects of dyslexia: Symptoms and screening; educational choices; gifts and talents; famous people with dyslexia.
- [When Dyslexics Become Good Readers](https://www.dyslexia.com/research/articles/when-dyslexics-become-good-readers/) - What Brain Science Tells us about Dyslexia and the Reading Brain.
- [Davis Programs](https://www.dyslexia.com/davis-difference/davis-programs/) - Davis Dyslexia Correction - Davis Reading Program for Young Learners - Davis Attention Mastery - Davis Math Mastery - Davis Program Standards
- [The Visual Spatial Learner](https://www.dyslexia.com/about-dyslexia/dyslexic-talents/the-visual-spatial-learner/) - Educational needs of visual-spatial learners. Common strengths and weaknesses.
- [Terms of Use](https://www.dyslexia.com/terms-of-use/) - This web site is owned by Davis Dyslexia Association International (DDAI). Our postal address is 1601 Bayshore Hwy 260 Burlingame, CA 94010 USA We can be reached by telephone at (650) 692-7141. These terms of use apply to all domains owned by Davis Dyslexia Association International including the following: dyslexia.com davislearn.com davismethod.org blog.dyslexia.com davistraining.info symbolmastery.com
- [Davis Facilitator Sites](https://www.dyslexia.com/resources/davis-facilitator-sites/) - Links to web sites for licensed Davis Dyslexia Correction Facilitator and Davis Autism Facilitator/Coaches.
- [Books](https://www.dyslexia.com/books/) - Books by Ron Davis - The Gift of Dyslexia - The Gift of Learning - Autism and the Seeds of Change - Book translations
- [Davis Techniques](https://www.dyslexia.com/davis-difference/davis-tools/)
- [The Value of Picture-at-Punctuation](https://www.dyslexia.com/davis-difference/davis-tools/picture-at-punctuation/) - "Picture at Punctuation" is a multi-faceted tool that builds many dyslexic weaknesses into strengths. Article by Davis Facilitator Nancy Kress.
- [Nancy Louk Kress](https://www.dyslexia.com/about-us/authors/nancy-kress/) - Nancy Louk Kress has offered her services as licensed Davis Facilitator in central Arizona since 2001. For more information about her practice, visit her web site at www.dyslexiacorrector.com. Articles on this site
- [Red Dirt and Water](https://www.dyslexia.com/davis-difference/about-davis/davis-program-history/red-dirt-and-water/) - Ron Davis' account of his childhood experiences and emergence from autism. How clay modeling came to be incorporated in all Davis programs.
- [Authors](https://www.dyslexia.com/about-us/authors/) - More information about the authors of original articles on this site.
- [Ron Davis](https://www.dyslexia.com/about-us/authors/ron-davis/) - List of books and article by Ronald D. Davis, creator of the Davis methods for dyslexia, learning, and autism.
- [Davis Research Studies](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/research-studies/) - List and summary of independent academic and peer-reviewed research into Davis methods for dyslexia intervention.
- [Davis Theory Explored](https://www.dyslexia.com/davis-difference/davis-theory/)
- [Articles](https://www.dyslexia.com/research/articles/) - List of articles reporting, describing or explaining research that relates to Davis Dyslexia methods and theory.
- [The Theory Behind Davis Dyslexia Correction Methods](https://www.dyslexia.com/davis-difference/davis-theory/theory-davis-methods/) - Overview of theory supporting Davis Dyslexia Correction. How dyslexic thinking style combined with disorientation lead to perceptual confusion.
- [About Us](https://www.dyslexia.com/about-us/)
- [Contributors](https://www.dyslexia.com/about-us/credits/) - List of individuals who have shared photos and artwork on Dyslexia the Gift website
- [Signs of Dyslexia](https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/) - Signs of dyslexia in children and adults. Getting a diagnosis. Related learning disabilities.
- [Abigail Marshall](https://www.dyslexia.com/about-us/authors/amarshall/) - List of Articles by Abigail Marshall, Davis Dyslexia Association International.
- [Linda K Silverman](https://www.dyslexia.com/about-us/authors/linda-silverman/) - Linda Kreger Silverman, Ph.D., is a licensed psychologist and the founder and director of the Institute for the Study of Advanced Development, and its subsidiaries, Gifted Development Center and Visual-Spatial Resource in Denver, Colorado. In 1981, she originated the concept of the “visual-spatial learner” (VSL) and has created methods of identifying and teaching this population. She has
- [Davis Book Translations](https://www.dyslexia.com/books/translations-2/) - List and links of published translations of The Gift of Dyslexia and The Gift of Learning
- [News Media Archives](https://www.dyslexia.com/research/influence/davis-methods-in-the-news/news-media-archives/) - Davis methods and the work of Davis facilitators are often profiled by the news media. This page contains inks to all news media stories currently archived in our database.
- [Books Referencing Ronald Davis' Work](https://www.dyslexia.com/research/influence/books-citing-davis/) - List of books that discuss or refer to Davis Dyslexia methods or author Ron Davis.
- [List of Dyslexic Achievers](https://www.dyslexia.com/about-dyslexia/dyslexic-achievers/all-achievers/) - A list of talented and accomplished individuals who share the gift of dyslexia.
- [Achievers with the Gift of Dyslexia](https://www.dyslexia.com/about-dyslexia/dyslexic-achievers/) - Regularly updated profiles of famous and not-so-famous dyslexic adults with remarkable career achievements in arts, sciences, and public life.
- [Research](https://www.dyslexia.com/research/) - Overview of the science that supports Davis theory and methods. Articles and reference lists.
- [Karen LoGiudice](https://www.dyslexia.com/about-us/authors/karen-logiudice/) - List of articles by Karen LoGiudice
- [When Phonics Doesn't Work](https://www.dyslexia.com/davis-difference/davis-theory/when-phonics-doesnt-work/) - Why Dyslexic Students Struggle with Phonics. How Dyslexic Students Can Become Confident Readers with strategies geared to their learning style.
- [Dyslexic Talents](https://www.dyslexia.com/about-dyslexia/dyslexic-talents/)
- [Alice Davis](https://www.dyslexia.com/about-us/authors/alice-davis/) - List of articles by Alice Davis, Davis Dyslexia Association International
- [Davis Affiliates & Support](https://www.dyslexia.com/resources/davis-links/) - Links to Davis Dyslexia Web Sites and Affiliated Organizations and Programs
- [Dyslexic Reader Issues - Detailed List](https://www.dyslexia.com/resources/the-dyslexic-reader/dyslexic-reader-detailed/) - List of Dyslexic Reader Issues archived for online viewing, with summary of contents of each issue.
- [Books by Davis Professionals](https://www.dyslexia.com/research/influence/books-davis-professionals/) - List and descriptions of educational and autobiographical books written by Davis Dyslexia professionals.
- [Research Topic: Mirror Generalization](https://www.dyslexia.com/research/research-database/mirror-generalization/) - List and summaries of research articles related to mirror generalization, mirror inhibition, and the process of learning to read.
- [Research Topic: Word Meaning](https://www.dyslexia.com/research/research-database/word-meaning/) - List and summaries of research articles tied to the role of word meaning, vocabulary strength, and morphological awareness in dyslexic reading skill development.
- [Research Topic: Disorientation](https://www.dyslexia.com/research/research-database/disorientation/) - Independent research relevant to the Davis theory of disorientation in dyslexia.
- [Research Topic: Picture-Thinking and Dyslexia](https://www.dyslexia.com/research/research-database/research-topic-picture-thinking-and-dyslexia/) - List and summaries of research articles exploring visual thinking and the dyslexic thinking process.
- [Education vs. Child Development: How Dyslexia Happens](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/education-vs-child-development/) - Having been functionally illiterate for the first 38 years of my life, and having overcome the problem sufficiently to write a book and read it onto tape, here is what I've found out: dyslexia is not the result of brain damage or nerve damage. Nor is it caused by a malformation of the brain, inner
- [Getting Ready for School: Head Start Activities for the Home](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/early-childhood-learning/) - Home activities to help preschool age children develop key learning skills for success with reading and math.
- [Sharon Pfeiffer](https://www.dyslexia.com/about-us/authors/sharon-pfeiffer/) - Sharon Pfeiffer was an experienced teacher and one of the founders of DDAI. Before her retirement 2015, she worked for many years as a Davis Specialist Trainer, Fundamentals Workshop Presenter, and Davis Learning Strategies Presenter & Mentor Trainer. Sharon pioneered and directed the Davis Learning Strategies classroom program and guided the first research study of that
- [Laura Zink de Diaz](https://www.dyslexia.com/about-us/authors/laura-zink-de-diaz/) - List of articles by Laura Zink de Diaz.
- [Using Visual Imagery for Reading Comprehension](https://www.dyslexia.com/research/articles/visual-imagery-for-reading-comprehension/) - Summary of research supporting using visualization to improve reading ability; includes reference list.
- [Experiences - What Davis Clients Say](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/experiences/) - Featured feedback about Davis Dyslexia Correction program results from adults, children, parents and teachers.
- [Symbol Mastery for Multiple Language Learners](https://www.dyslexia.com/davis-difference/davis-tools/multiple-language-learners/) - Guide to using Davis clay modeling techniques and word mastery for studying in multiple languages
- [Dyslexic Reader Articles](https://www.dyslexia.com/resources/the-dyslexic-reader/dyslexic-reader-articles/) - Alphabetical Index of Articles in Issues of The Dyslexic Reader archived online or available for purchase in digital PDF format
- [Research Topic: Davis Symbol Mastery](https://www.dyslexia.com/research/research-database/symbol-mastery-research/) - List of research articles exploring use of clay modeling as a tool to master words and concepts.
- [Davis Facilitator Sites - Canada](https://www.dyslexia.com/resources/davis-facilitator-sites/davis-facilitator-canada/) - Links to websites for Davis Dyslexia Correction providers in Canada
- [Davis Facilitator Sites - United States](https://www.dyslexia.com/resources/davis-facilitator-sites/facilitator-united-states/) - Browse web sites of Davis Facilitators throughough the US
- [Research Topic: Building Visual Memory for Letters and Words](https://www.dyslexia.com/research/research-database/building-visual-memory/) - List and summaries of research articles related to using visualization strategies to build word recognition and spelling skills.
- [Research Topic: Orton-Gillingham based teaching](https://www.dyslexia.com/research/research-database/research-topic-orton-gillingham-based-teaching/) - List and summaries of research articles related to using visualization strategies to build word recognition and spelling skills.
- [Research Topic: Reading Fluency](https://www.dyslexia.com/research/research-database/reading-fluency/) - List and summaries of research articles related to using visualization strategies to build word recognition and spelling skills.
- [Research Topic: Letter Names and Alphabet Learning](https://www.dyslexia.com/research/research-database/research-topic-letter-names/) - List and summaries of research articles related to using visualization strategies to build word recognition and spelling skills.
- [Extraordinary Minds](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/extraordinary-minds/) - Dyslexia Explained: A video overview of the dyslexic thinking style, and strategies for success
- [Research Topic: Infant Brain Development and Dyslexia](https://www.dyslexia.com/research/research-database/research-topic-infant-brain-development-and-dyslexia/) - List and summaries of research articles exploring brain studies of infants with a family history of dyslexia.
- [Davis Program History](https://www.dyslexia.com/davis-difference/about-davis/davis-program-history/) - Index Page: History of Davis Dyslexia Correction Program. Development of program by Ron Davis.
- [Understanding Dyslexia](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/) - FAQ: More about dyslexia FAQ: Educational Options
- [Frequently Asked Questions](https://www.dyslexia.com/frequently-asked-questions/) - Common Questions about Dyslexia and Learning Differences
- [Research Topic: Nonresponse to Traditional Intervention](https://www.dyslexia.com/research/research-database/nonresponse-to-traditional-intervention/) - List and links to research articles related to nonresponse to traditional intervention services in dyslexic children.
- [Cookie Policy](https://www.dyslexia.com/cookie-policy/) - This site uses cookies – small text files that are placed on your machine to help the site provide a better user experience. In general, cookies are used to retain user preferences, store information for things like shopping carts, and provide tracking data to third-party applications like Google Analytics. Allowing cookies will generally make your
- [Davis Facilitator Sites- Europe & UK](https://www.dyslexia.com/resources/davis-facilitator-sites/davis-facilitators-europe/) - Links to websites for Davis Dyslexia Correction providers throughout Europe
- [Davis Facilitator Sites- Australia - New Zealand](https://www.dyslexia.com/resources/davis-facilitator-sites/davis-facilitator-sites-australia-nz/) - Links to websites for Davis Dyslexia Correction providers in Australia and New Zealand
- [Comparative Reviews of Methods](https://www.dyslexia.com/research/influence/comparative-reviews-of-methods/) - List of research articles, literature reviews, agency reports, and books describing or exploring Davis methods as compared with other theories and approaches.
- [Privacy Policy](https://www.dyslexia.com/privacy-policy/) - Davis Dyslexia Association International web site privacy policy.
- [Academic Research Referencing Davis](https://www.dyslexia.com/research/influence/research-referencing-davis/) - Articles in research journals, academic works, reports from public agencies citing work of Ron Davis and Davis methods for dyslexia.
- [Who we are](https://www.dyslexia.com/about-us/who-we-are/) - Association purpose and goals; services and programs offered; links to international resources
- [Frequently Asked Questions about Davis Methods](https://www.dyslexia.com/davis-difference/faq-davis/) - Answers to common questions about Davis Dyslexia Correction methods and Davis techniques for ADHD, math, and other learning problems.
- [Disorientation, Confusion, and the Symptoms of ADHD](https://www.dyslexia.com/davis-difference/davis-theory/disorientation-confusion-and-the-symptoms-of-adhd/) - How mental disorientation impacts behavior and conceptual learning. Addressing ADHD naturally with self-regulation and focusing tools.
- [David White](https://www.dyslexia.com/about-us/authors/david-whyte/) - David Whyte is a dyslexic research scientist in New Zealand. He holds more than a dozen biotech patents, and has lectured throughout the world. He has contributed an article describing his experience with the Davis Dyslexia Correction program. Articles on this site
- [I can see clearly now: Beating dyslexia with clay](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/beating-dyslexia-with-clay/) - In-depth report of Davis Dyslexia Correction program from a journalist who followed progress of students working with UK Davis Facilitators.
- [South African Researchers Report Reading Success with Davis Methods](https://www.dyslexia.com/research/articles/south-african-researchers/) - Study from South Africa comparing progress of dyslexic students instructed using Davis Dyslexia Correction techniques with a control group.
- [General Questions / Contact Webmaster](https://www.dyslexia.com/contact/general-questions-contact-webmaster/) - Contact information for general questions, reporting technical or site navigation problems, or GDPR data removal requests.
- [An Adult Testimonial to the Merits of the Davis Method](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/adult-report-davis-program/) - A young research science reports the amazing impact of the Davis Method.
- [Stacey Borger Smith](https://www.dyslexia.com/about-us/authors/stacey-borger-smith/) - Stacey Smith has provided training to Davis facilitators from around the globe. She is a licensed Davis Specialist, facilitator and co-director of Rocky Point Academy. Stacey’s interest in teaching began at a very young age. Because of her great love for teaching, as well as a supportive administration and staff, Stacey solo taught reading, math,
- [Lawrence Smith, Jr.](https://www.dyslexia.com/about-us/authors/lawrence-smith-jr/) - Larry Smith is an international Davis workshop presenter, trainer, facilitator and co-director of Rocky Point Academy in Calgary, Alberta. While working towards his education degree, with undergraduate work in psychology, Larry worked as a job coach and life-skills facilitator. He created, implemented and evaluated individual programs for people with mental and physical challenges. Articles
- [Patricia Lynn Hodge](https://www.dyslexia.com/about-us/authors/patricia-lynn-hodge/) - Patricia Lynn Hodge is a former Davis Facilitator, teacher with specialized training in Specific Learning Difficulties and Dyslexia, and parent of a dyslexic child. Articles on this site
- [Diary of a Week with a Facilitator](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/diary-of-a-program-week/) - Davis Dyslexia Correction program week. Daily progress of young teenage girl working with a Davis Facilitator.
- [Dyslexia and the Threshold for Confusion](https://www.dyslexia.com/davis-difference/davis-theory/dyslexia-and-confusion/) - Environmental factors and life stresses that impact symptoms of dyslexia.. Why dyslexia symptoms can change from day to day.
- [Brigid McConville](https://www.dyslexia.com/about-us/authors/brigid-mcconville/) - Brigid McConville is an award-winning journalist, filmmaker, and author. She profiled the Davis method in 1998, following the progress of students working with the first Davis Facilitator to be licensed in the UK. She currently is the creative director of the White Ribbon Alliance for Safe Motherhood. Articles on this site
- [FAQ: Symptoms & Diagnosis](https://www.dyslexia.com/frequently-asked-questions/faq-symptoms-diagnosis/) - Answers to common questions about identifying dyslexia in adults and children.
- [FAQ: Dyslexic Education](https://www.dyslexia.com/frequently-asked-questions/faq-education/) - Answers to common questions about educational options and choices for dyslexia. Teaching strategies. Accommodations.
- [TPR Foreign Language Instruction and Dyslexia](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/tpr-foreign-language-instruction/) - The Total Physical Response approach to foreign language instruction and how it helps dyslexic learners
- [The Evidence Base of Davis methods](https://www.dyslexia.com/research/articles/evidence-base-methods/) - Overview of clinical and independent research supporting Davis Dyslexia Correction methods.
- [Davis Reading Exercises: Spell Reading & Sweep-Sweep-Spell](https://www.dyslexia.com/davis-difference/davis-tools/davis-reading-exercises/) - How simple Davis Dyslexia program reading exercises build visual word recognition skills and reading comprehension - practice 10 minutes a day.
- [Homeschooling with Davis Symbol Mastery](https://www.dyslexia.com/davis-difference/davis-tools/homeschooling-with-davis-symbol-mastery/) - The Davis Symbol Mastery system of clay modeling is deal for homeschooling, or for after-school activities and enrichment. 
- [Davis Program Average Reading Gains](https://www.dyslexia.com/research/articles/davis-program-average-reading-gains/) - Summary of data showing reading level improvement for 360 consecutive clients from one Davis Dyslexia Correction center.
- [Why Drugs and Davis Don't Mix](https://www.dyslexia.com/davis-difference/davis-tools/why-drugs-and-davis-dont-mix/) - Licensed Davis Facilitators usually will not work with clients taking medications commonly prescribed for ADHD, such as Ritalin, Strattera, or Concerta, as those medications generally interfere with the individual's ability to learn and apply the mental focusing techniques that are integral to the Davis program. Additionally, many medications prescribed for other conditions, such as depression
- [The Cause of Dyslexia: Anatomy of a Learning Disability](https://www.dyslexia.com/davis-difference/davis-theory/the-cause-of-dyslexia/) - How the cycle of confusion, frustration, and disorientation leads to symptoms of dyslexia and other learning barriers.
- [History of Davis Methods](https://www.dyslexia.com/davis-difference/about-davis/davis-program-history/history-of-davis-programs/) - Ronald Dell Davis overcame his own severe dyslexia at age 38 when he found a way to quickly eliminate common perceptual distortions.
- [FAQ: About Dyslexia](https://www.dyslexia.com/frequently-asked-questions/faq-about-dyslexia/) - Answers to common questions about dyslexia and the experiences of dyslexic people. Suggested ways to help.
- [Related Learning Differences](https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/related-learning-disabilities/) - More than seventy learning disability categories appear to be related to, or varieties of, dyslexia.
- [Experiences - Reports from Adults](https://www.dyslexia.com/davis-difference/about-davis/inside-the-davis-program/adult-experiences/) - Feedback from adults who who have completed Davis programs for dyslexia, attention focus, or mathematics.
- [Brain Scans Show Dyslexics Read Better with Alternative Strategies](https://www.dyslexia.com/research/articles/alternative-brain-pathways/) - Research shows that dyslexic readers use different neural pathways than typical readers, improving through use of right brain regions.
- [Dyslexia - 8 Basic Abilities](https://www.dyslexia.com/about-dyslexia/dyslexic-talents/dyslexia-8-basic-abilities/) - From The Gift of Dyslexia, Ron Davis' list of 8 general talents that characterize dyslexia.
- [A Dyslexic Child in the Classroom](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/) - A Guide for Teachers and Parents Proficient reading is an essential tool for learning a large part of the subject matter taught at school. With an ever increasing emphasis on education and literacy, more and more children and adults are needing help in learning to read, spell, express their thoughts on paper and acquire adequate
- [Adult Dyslexia and ADHD: Effects in the Workplace](https://www.dyslexia.com/about-dyslexia/understanding-dyslexia/adult-dyslexia-in-the-workplace/) - Barriers faced in the workplace. What employers can do to help. Talents to nurture: arts, engineering, strategy, salesmanship, and invention.
- [The Undiagnosed Teenager with Dyslexia](https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/the-undiagnosed-teenager-with-dyslexia/) - How to recognize signs of dyslexia in teenagers.
- [Common Characteristics of Adult Dyslexia](https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/common-characteristics-of-adult-dyslexia/) - Symptoms and traits of dyslexia in adults; common problems and behaviors. Talents, skills and interests.

## Books

- [The Gift of Dyslexia](https://www.dyslexia.com/book/the-gift-of-dyslexia/)
- [The Gift of Dyslexia - Slovenian Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-slovenian-translation/)
- [The Gift of Dyslexia - Swedish Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-swedish-translation/)
- [Counting on Fingers](https://www.dyslexia.com/book/counting-on-fingers/) - Why Some Bright And Creative People Struggle with Numbers and Maths, And How That Can Be Changed
- [The Gift of Dyslexia - Japanese Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-japanese-translation/)
- [The Gift of Dyslexia - Serbian Translation](https://www.dyslexia.com/book/gift-of-dyslexia-serbian/)
- [The Gift of Dyslexia - Korean Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-korean-translation/)
- [The Gift of Dyslexia - Dutch Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-dutch-translation/)
- [The Gift of Learning - Dutch Translation](https://www.dyslexia.com/book/the-gift-of-learning-dutch/)
- [The Gift of Dyslexia - Polish Translation](https://www.dyslexia.com/book/gift-of-dyslexia-polish/)
- [The Gift of Dyslexia - Portuguese Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-portuguese-translation/)
- [The Gift of Dyslexia - Russian Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-russian-translation/)
- [Autism and the Seeds of Change - German Translation](https://www.dyslexia.com/book/autism-german/)
- [The Gift of Dyslexia - Spanish Translation](https://www.dyslexia.com/book/gift-of-dyslexia-spanish/) - Lo sentimos - este libro está descatalogado.
- [The Gift of Dyslexia - French Translation](https://www.dyslexia.com/book/gift-of-dyslexia-french/)
- [The Gift of Learning - French Translation](https://www.dyslexia.com/book/gift-of-learning-french/)
- [Autism and the Seeds  of Change - French Translation](https://www.dyslexia.com/book/autism-french/)
- [The Gift of Dyslexia - Greek Translation](https://www.dyslexia.com/book/gift-of-dyslexia-greek/)
- [The Gift of Dyslexia - Hebrew Translation](https://www.dyslexia.com/book/gift-of-dyslexia-hebrew/)
- [The Gift of Dyslexia - Icelandic Translation](https://www.dyslexia.com/book/gift-of-dyslexia-icelandic/)
- [The Gift of Dyslexia - Italian Translation](https://www.dyslexia.com/book/the-gift-of-dyslexia-italian-translation/)
- [Autism and the Seeds of Change](https://www.dyslexia.com/book/autism-and-the-seeds-of-change/)
- [The Gift of Dyslexia - UK Edition](https://www.dyslexia.com/book/gift-of-dyslexia-uk/)
- [The Gift of Dyslexia - Arabic Translation](https://www.dyslexia.com/book/gift-of-dyslexia-arabic/)
- [The Gift of Dyslexia - Chinese Translation](https://www.dyslexia.com/book/gift-of-dyslexia-chinese/)
- [The Gift of Dyslexia - Croatian Translation](https://www.dyslexia.com/book/gift-of-dyslexia-croatian/)
- [The Gift of Dyslexia - Danish Translation](https://www.dyslexia.com/book/gift-of-dyslexia-danish/)
- [The Gift of Dyslexia - German Translation](https://www.dyslexia.com/book/gift-of-dyslexia-german/)
- [The Gift of Learning - German Translation](https://www.dyslexia.com/book/gift-of-learning-german/) - This book is out of print.
- [The Gift of Learning](https://www.dyslexia.com/book/the-gift-of-learning/)

## Dyslexic Reader Articles

- [Book Review: Seeing What Others Cannot See](https://www.dyslexia.com/dr-articles/book-review-seeing-what-others-cannot-see/)
- [New Research Confirms that Dyslexics Read Better with Right Brain Strategies](https://www.dyslexia.com/dr-articles/right-brain-strategies/)
- [Q&A: Could it be dyslexia?](https://www.dyslexia.com/dr-articles/qa-could-it-be-dyslexia/)
- [Q&A: More Time for Tests?](https://www.dyslexia.com/dr-articles/qa-more-time-for-tests/)
- [Q&A: Education of Dyslexic Students](https://www.dyslexia.com/dr-articles/qa-education-of-dyslexic-students/)
- [Q&A: Should a Student Be Able to Remember Symbol Mastery Models?](https://www.dyslexia.com/dr-articles/qa-symbol-mastery/)
- [How Homeschooling Set Me Free to Love My ADHD](https://www.dyslexia.com/dr-articles/how-homeschooling-set-me-free-to-love-my-adhd/)
- [Book Review: Why Tyrannosaurus But Not If](https://www.dyslexia.com/dr-articles/book-review-why-tyrannosaurus/)
- [Davis Learning Strategies Continues to Spread Worldwide](https://www.dyslexia.com/dr-articles/davis-learning-strategies-continues-to-spread-worldwide/)
- [“Focus! Concentrate!”](https://www.dyslexia.com/dr-articles/focus-concentrate/)
- [My Dyslexic Journey](https://www.dyslexia.com/dr-articles/my-dyslexic-journey/)
- [An Incredible Journey](https://www.dyslexia.com/dr-articles/an-incredible-journey/)
- [One Man Who Cared](https://www.dyslexia.com/dr-articles/one-man-who-cared/)
- [How Davis Saved My Son](https://www.dyslexia.com/dr-articles/how-davis-saved-my-son/)
- [Book Review: Creative Schools](https://www.dyslexia.com/dr-articles/book-review-creative-schools/)
- [Ready to Learn at Waihao Downs School](https://www.dyslexia.com/dr-articles/ready-to-learn-at-waihao-downs-school/)
- [Q&A: Is Davis compatible with phonics programs?](https://www.dyslexia.com/dr-articles/qa-davis-compatible-with-phonics-programs/)
- [Q&A: Do all dyslexics have unique gifts?](https://www.dyslexia.com/dr-articles/qa-do-all-dyslexics-have-gifts/)
- [Q&A: Can Symbol Mastery be done in two languages simultaneously?](https://www.dyslexia.com/dr-articles/qa-symbol-mastery-two-languages/)
- [Sleep Deprived Dyslexic](https://www.dyslexia.com/dr-articles/sleep-deprived-dyslexic/)
- [Retaining the Struggling Adult Learner](https://www.dyslexia.com/dr-articles/the-struggling-adult-learner/)
- [Not every child is an A grade student. Why we must not let B/C/D be shameful.](https://www.dyslexia.com/dr-articles/not-every-child/)
- [German and English Bilingual Success in Reading, Writing and Math, Thanks to the Davis method!](https://www.dyslexia.com/dr-articles/german-and-english-bilingual-success/)
- [Finding Direction – a Journey of Overcoming Dyspraxia](https://www.dyslexia.com/dr-articles/finding-direction-a-journey-of-overcoming-dyspraxia/)
- [The Painted Beach](https://www.dyslexia.com/dr-articles/the-painted-beach/)
- [It Is Never Too Late…](https://www.dyslexia.com/dr-articles/it-is-never-too-late/)
- [Q&A: What is the Davis Reading Program for Young Learners?](https://www.dyslexia.com/dr-articles/qa-what-is-the-davis-reading-program-for-young-learners/)
- [Q&A: Can Dyslexics Excel in School?](https://www.dyslexia.com/dr-articles/qa-can-dyslexics-excel-in-school/)
- [Q&A: Can Dyslexics Learn Foreign Languages?](https://www.dyslexia.com/dr-articles/qa-can-dyslexics-learn-foreign-languages/)
- [Q&A: What Is Happening When My Son Reads?](https://www.dyslexia.com/dr-articles/qa-what-is-happening-when-my-son-reads/)
- [Do you Smell That?](https://www.dyslexia.com/dr-articles/do-you-smell-that/)
- [Kyle's Story - Blair's Story](https://www.dyslexia.com/dr-articles/kyles-story-blairs-story/)
- [Dyslexia ... the Gift](https://www.dyslexia.com/dr-articles/dyslexia-the-gift/)
- [The Genesis of the Reading Research Council](https://www.dyslexia.com/dr-articles/the-genesis-of-the-reading-research-council/)
- [Reading with Dyslexia: From Phonics to Meaning](https://www.dyslexia.com/dr-articles/reading-dyslexia-phonics/)
- [Q&A: Dyslexia Font?](https://www.dyslexia.com/dr-articles/qa-dyslexia-font/)
- [Q&A: What is Dyslexia](https://www.dyslexia.com/dr-articles/qa-what-is-dyslexia/)
- [Finding The Missing Puzzle PiecesWhen Your Child Has Autism](https://www.dyslexia.com/dr-articles/finding-missing-pieceswhen/)
- [Why I Believe In Ronald Davis’ Method](https://www.dyslexia.com/dr-articles/believe-ronald-method/)
- [What is an Energy Dial…](https://www.dyslexia.com/dr-articles/what-energy-dial/)
- [The Discovery](https://www.dyslexia.com/dr-articles/the-discovery/)
- [Validation of Davis Symbol Mastery](https://www.dyslexia.com/dr-articles/validation-symbol-mastery/)
- [How is Davis different from tutoring?](https://www.dyslexia.com/dr-articles/davis-different-tutoring/)
- [Q&A: How many definitions?](https://www.dyslexia.com/dr-articles/how-many-definitions/)
- [Q&A: Electronic versus Experiential Learning](https://www.dyslexia.com/dr-articles/electronic-experiential-learning/)
- [Is there a link between perceptual talent and dyslexia?](https://www.dyslexia.com/dr-articles/between-perceptual-dyslexia/)
- [Picture-At-Punctuation:](https://www.dyslexia.com/dr-articles/picture-at-punctuation/)
- [History of the NOIT](https://www.dyslexia.com/dr-articles/history-of-the-noit/)
- [What is Disorientation?](https://www.dyslexia.com/dr-articles/what-is-disorientation/)
- [Un-Schooling my Son](https://www.dyslexia.com/dr-articles/un-schooling-my-son/)
- [Q&A: Next Steps](https://www.dyslexia.com/dr-articles/qa-next-steps/)
- [The Role of Meaning in Education](https://www.dyslexia.com/dr-articles/role-meaning-education/)
- [Is Using Technology Cheating?](https://www.dyslexia.com/dr-articles/using-technology-cheating/)
- [Why Dyslexia is a Gift of Creativity](https://www.dyslexia.com/dr-articles/dyslexia-gift-creativity/)
- [My Looooong Walk to Success with Dyslexia and Autism](https://www.dyslexia.com/dr-articles/looooong-success-dyslexia/)
- [Q&A: Mathlexia](https://www.dyslexia.com/dr-articles/qa-mathlexia/)
- [The Problem with Reading By-the-Numbers](https://www.dyslexia.com/dr-articles/problem-reading-numbers/)
- [The Best Answer: Opt Out](https://www.dyslexia.com/dr-articles/the-best-answer/)
- [Phonological Dyslexia?  Not So Much....](https://www.dyslexia.com/dr-articles/phonological-dyslexia-much/)
- [Confessions of a Pretend Reader](https://www.dyslexia.com/dr-articles/confessions-pretend-reader/)
- [Q&A: Contraction Distraction](https://www.dyslexia.com/dr-articles/qa-contraction-distraction/)
- [Dyslexia the Gift Blog now hosting The Codpast](https://www.dyslexia.com/dr-articles/dyslexia-hosting-codpast/)
- [All the Rest is Noise](https://www.dyslexia.com/dr-articles/all-rest-noise/)
- [Davis at the Autism Society National Conference](https://www.dyslexia.com/dr-articles/society-national-conference/)
- [What Kids are Reading](https://www.dyslexia.com/dr-articles/what-kids-are-reading/)
- [Would you work with a 70-year-old?](https://www.dyslexia.com/dr-articles/would-work-with/)
- [A Davis Experience for Mother & Daughter.](https://www.dyslexia.com/dr-articles/experience-mother-daughter/)
- [Flashbacks](https://www.dyslexia.com/dr-articles/flashbacks/)
- [In the News: Just a Little Bit (Fostering Respect)](https://www.dyslexia.com/dr-articles/little-fostering-respect/)
- [Names Removed to Protect The Courageous](https://www.dyslexia.com/dr-articles/removed-protect-courageous/)
- [Q&A:  Wait and See (Will children inherit dyslexia?)](https://www.dyslexia.com/dr-articles/children-inherit-dyslexia/)
- [Weird Words](https://www.dyslexia.com/dr-articles/weird-words/)
- [What’s Really Wrong With School](https://www.dyslexia.com/dr-articles/whats-really-school/)
- [Making Sense of What’s On The Page](https://www.dyslexia.com/dr-articles/making-sense-whats/)
- [Book Review: Discover Your Child’s Learning Style](https://www.dyslexia.com/dr-articles/review-discover-learning/)
- [When Dyspraxia, Dysgraphia and Hypotonia Intersect](https://www.dyslexia.com/dr-articles/dyspraxia-dysgraphia-hypotonia/)
- [An Elegant Reply](https://www.dyslexia.com/dr-articles/an-elegant-reply/)
- [In the News:  The Utterly Unsurprising Reasons Kids Cheat In School](https://www.dyslexia.com/dr-articles/utterly-unsurprising-reasons/)
- [Q&A: Focus and Alignment](https://www.dyslexia.com/dr-articles/focus-and-alignment/)
- [What Can’t Be Measured](https://www.dyslexia.com/dr-articles/what-cant-measured/)
- [Rescuing Childhood](https://www.dyslexia.com/dr-articles/rescuing-childhood/)
- [Two Lovely Testimonials](https://www.dyslexia.com/dr-articles/two-lovely-testimonials/)
- [Word meaning and processing speed](https://www.dyslexia.com/dr-articles/meaning-processing-speed/)
- [New Research: Small Screen E-readers And Dyslexia](https://www.dyslexia.com/dr-articles/research-readers-dyslexia/)
- [Study supports Davis Symbol Mastery](https://www.dyslexia.com/dr-articles/supports-symbol-mastery/)
- [The Truth About Dyslexic Underdogs](https://www.dyslexia.com/dr-articles/about-dyslexic-underdogs/)
- [Poor Speller? Relax](https://www.dyslexia.com/dr-articles/poor-speller-relax/)
- [In the News: Is Learning Cursive Good for Your Brain?](https://www.dyslexia.com/dr-articles/learning-cursive-brain/)
- [Q&A: Habla Dislexia - Dyslexia in one language only](https://www.dyslexia.com/dr-articles/dislexia-dyslexia-language/)
- [The Universe at Work](https://www.dyslexia.com/dr-articles/the-universe-at-work/)
- [Book Review: Reign of Error](https://www.dyslexia.com/dr-articles/review-reign-error/)
- [The Rabbit Who Could Not Hop](https://www.dyslexia.com/dr-articles/the-rabbit-could/)
- [The Power of Modeling for Mastery](https://www.dyslexia.com/dr-articles/power-modeling-mastery/)
- [Tyler O - The World's First NOIT User](https://www.dyslexia.com/dr-articles/tyler-worlds-first/)
- [Is your child a “nonresponder”?](https://www.dyslexia.com/dr-articles/your-child-nonresponder/)
- [In the News: Disturbing changes in Early Childhood Education](https://www.dyslexia.com/dr-articles/disturbing-childhood-education/)
- [New Research: Dyslexics have better picture-memory](https://www.dyslexia.com/dr-articles/research-dyslexics-picture/)
- [Learning to pay attention early leads to long-term academic success](https://www.dyslexia.com/dr-articles/learning-attention-academic/)
- [Book Review: Teaching the Critical Vocabulary of the Common Core](https://www.dyslexia.com/dr-articles/teaching-critical-vocabulary/)
- [Q&A: Mirrored Writing](https://www.dyslexia.com/dr-articles/qa-mirrored-writing/)
- [Book Review: Michael Vey The Prisoner of Cell 25](https://www.dyslexia.com/dr-articles/review-michael-prisoner/)
- [Book Review: Readicide](https://www.dyslexia.com/dr-articles/book-review-readicide/)
- [We are all dyslexic!](https://www.dyslexia.com/dr-articles/we-are-all-dyslexic/)
- [Klair de Lys, On Her Dyslexia](https://www.dyslexia.com/dr-articles/klair-lys-dyslexia/)
- [Keep On Reading Aloud](https://www.dyslexia.com/dr-articles/keep-reading-aloud/)
- [In the News:  Parents need help, too](https://www.dyslexia.com/dr-articles/news-parents-need/)
- [What Kids Are Reading](https://www.dyslexia.com/dr-articles/what-kids-reading/)
- [Q&A:  No Pushing! (Signs of Dyslexia in Preschooler)](https://www.dyslexia.com/dr-articles/pushing-dyslexia-preschooler/)
- [ADHD? or Sleep Deprivation?](https://www.dyslexia.com/dr-articles/adhd-sleep-deprivation/)
- [Book Review: Picture It!](https://www.dyslexia.com/dr-articles/book-review-picture/)
- [Book Review: Free to Learn](https://www.dyslexia.com/dr-articles/book-review-learn/)
- [The Neural Signature of Creativity](https://www.dyslexia.com/dr-articles/neural-signature-creativity/)
- [Book Review: Challenging the Myths of Autism](https://www.dyslexia.com/dr-articles/review-challenging-autism/)
- [Clearly Reaching Higher!](https://www.dyslexia.com/dr-articles/clearly-reaching-higher/)
- [Another Davis Success Story](https://www.dyslexia.com/dr-articles/another-davis-success/)
- [In the News: Replacing the Disability Paradigm](https://www.dyslexia.com/dr-articles/replacing-disability-paradigm/)
- [School of None](https://www.dyslexia.com/dr-articles/school-of-none/)
- [Q&A: Working Memory](https://www.dyslexia.com/dr-articles/qa-working-memory/)
- [Three Parts to a Word - an Explanation from Brain Research](https://www.dyslexia.com/dr-articles/three-explanation-research/)
- [The Bird in the Window](https://www.dyslexia.com/dr-articles/the-bird-window/)
- [Tick, Tock, Get Off the Clock](https://www.dyslexia.com/dr-articles/tick-tock-clock/)
- [Book Review: Autism and the Seeds of Change](https://www.dyslexia.com/dr-articles/review-autism-change/)
- [Don't Sell Yourself Short!](https://www.dyslexia.com/dr-articles/dont-yourself-short/)
- [Timed Tests and the Development of Math Anxiety](https://www.dyslexia.com/dr-articles/timed-development-anxiety/)
- [IV Amino Acids Improve Test Scores?](https://www.dyslexia.com/dr-articles/amino-improve-scores/)
- [Research Confirms Dyslexics Make Excellent Entrepreneurs](https://www.dyslexia.com/dr-articles/dyslexics-excellent-entrepreneurs/)
- [Congratulations, Larry Emigh!](https://www.dyslexia.com/dr-articles/congratulations-larry-emigh/)
- [A New Davis Dyslexia Center in Loenen aan de Vecht, Netherlands](https://www.dyslexia.com/dr-articles/dyslexia-center-netherlands/)
- [How do you read to your child?](https://www.dyslexia.com/dr-articles/read-your-child/)
- [Common Sense vs. Common Core: How to Minimize the Damages of the Common Core](https://www.dyslexia.com/dr-articles/common-minimize-damages/)
- [Q&A: Speech-to-Text for Spelling?](https://www.dyslexia.com/dr-articles/speech-text-spelling/)
- [What a wonderful gift!](https://www.dyslexia.com/dr-articles/what-wonderful-gift/)
- [We fixed it!](https://www.dyslexia.com/dr-articles/we-fixed-it/)
- [Early Miracles](https://www.dyslexia.com/dr-articles/early-miracles/)
- [Telling it Like it Is](https://www.dyslexia.com/dr-articles/telling-it-like/) - Letters from children who completed Davis Dyslexia progams
- [Early Childhood Education Research: Developmental or Academic](https://www.dyslexia.com/dr-articles/childhood-education-developmental/)
- [Brain Function, Spell-Reading and Sweep-Sweep-Spell](https://www.dyslexia.com/dr-articles/brain-function-reading/)
- [The Rebellion Has Been Televised](https://www.dyslexia.com/dr-articles/rebellion-been-televised/)
- [Stephen Krashen Defines Reading at Grade Level](https://www.dyslexia.com/dr-articles/stephen-krashen-defines/)
- [The Pattern on the Rug](https://www.dyslexia.com/dr-articles/the-pattern-rug/)
- [Teenage Brains are Different](https://www.dyslexia.com/dr-articles/teenage-brains-different/)
- [Oh, Yes, I Will Drop Out!](https://www.dyslexia.com/dr-articles/yes-will-drop/)
- [Sleeping on Earth](https://www.dyslexia.com/dr-articles/sleeping-on-earth/)
- [Sleeping in Pellucidar](https://www.dyslexia.com/dr-articles/sleeping-in-pellucidar/)
- [Q&A: Computing how many ways a dyslexic can see a word](https://www.dyslexia.com/dr-articles/computing-many-dyslexic/)
- [The Dyslexic Brain](https://www.dyslexia.com/dr-articles/the-dyslexic-brain/)
- [Journey Out of the Fog](https://www.dyslexia.com/dr-articles/journey-out-the/)
- [A Committed Mom and Her Daughters Create Real Change in Wyoming](https://www.dyslexia.com/dr-articles/committed-daughters-wyoming/)
- [Asher's Laws on Language Learning and Teaching](https://www.dyslexia.com/dr-articles/language-learning-teaching/)
- [Weaning Education Off Textbooks](https://www.dyslexia.com/dr-articles/weaning-education-textbooks/)
- [What the World Needs Now, is a Few More Hiccups](https://www.dyslexia.com/dr-articles/world-needs-hiccups/)
- [Q&A: Whole word learning](https://www.dyslexia.com/dr-articles/whole-word-learning/)
- [Henry Winkler,the Fonz in Happy Days, appointed OBE](https://www.dyslexia.com/dr-articles/henry-winklerthe-appointed/)
- [Math Disability Linked to Problems Relating Quantities to Numerals](https://www.dyslexia.com/dr-articles/disability-problems-quantities/)
- [ADHD Diagnoses Apparently on the Increase](https://www.dyslexia.com/dr-articles/diagnoses-apparently-increase/)
- [Lunacy](https://www.dyslexia.com/dr-articles/lunacy/)
- [The Armchair of Dreams](https://www.dyslexia.com/dr-articles/the-armchair-dreams/)
- [More Evidence that Davis is 'Just Good Teaching'](https://www.dyslexia.com/dr-articles/evidence-davis-teaching/)
- [A 'Moving' Story](https://www.dyslexia.com/dr-articles/a-moving-story/)
- [A Change of Heart](https://www.dyslexia.com/dr-articles/a-change-of-heart/)
- [Healing for Mother and Daughter](https://www.dyslexia.com/dr-articles/healing-mother-daughter/)
- [The Davis Program: A Discovery of "Self"](https://www.dyslexia.com/dr-articles/davis-program-discovery/)
- [Dyscalculia and the Davis Maths Mastery Programme](https://www.dyslexia.com/dr-articles/dyscalculia-mastery-programme/)
- [Dyslexia - A Cup Half Full](https://www.dyslexia.com/dr-articles/dyslexia-half-full/)
- [Q&A: ADHD and Dyslexia](https://www.dyslexia.com/dr-articles/qa-adhd-and-dyslexia/)
- [My Daughter Has Dyslexia](https://www.dyslexia.com/dr-articles/daughter-has-dyslexia/)
- [A Tool to Improve Oral Communication Skills as well as Reading](https://www.dyslexia.com/dr-articles/improve-communication-reading/)
- [Dyslexia from the Heart: From Student to Teacher to Facilitator](https://www.dyslexia.com/dr-articles/dyslexia-student-facilitator/)
- [Dyscalculia: Why it Happens and How to Prevent It](https://www.dyslexia.com/dr-articles/dyscalculia-happens-prevent/)
- [Not Just Another Program](https://www.dyslexia.com/dr-articles/just-another-program/)
- [¿Por qué ‘Tyranosauro’, pero no ‘Cual’? Tercera Parte](https://www.dyslexia.com/dr-articles/tyranosauro-tercera-parte/)
- [Q&A: Mixed Dominance?](https://www.dyslexia.com/dr-articles/qa-mixed-dominance/)
- [Why 'Tyrannosaurus', but not 'If'? Part Three](https://www.dyslexia.com/dr-articles/tyrannosaurus-part-three/)
- [More on Mastering Time-Telling](https://www.dyslexia.com/dr-articles/more-mastering-telling/)
- [The Disney Pattern for Writing Improvement](https://www.dyslexia.com/dr-articles/pattern-writing-improvement/)
- [Edward Vickerman "My dyslexia is a gift"](https://www.dyslexia.com/dr-articles/edward-vickerman-dyslexia/)
- [The Sleeping Dragon of Portable Four](https://www.dyslexia.com/dr-articles/sleeping-dragon-portable/)
- [A Dyslexic Child within the Class](https://www.dyslexia.com/dr-articles/dyslexic-child-within/)
- [North American Lecture Tour 2009](https://www.dyslexia.com/dr-articles/north-american-lecture/)
- [Please Turn That Light Off and Go to Sleep!](https://www.dyslexia.com/dr-articles/please-light-sleep/)
- [Dynamic Duo Entrepenuers](https://www.dyslexia.com/dr-articles/dynamic-duo-entrepenuers/)
- [Back to Study with Davis in Iceland](https://www.dyslexia.com/dr-articles/study-davis-iceland/)
- [¿Por qué ‘Tyranosauro’, pero no ‘Cual’? Segunda Parte](https://www.dyslexia.com/dr-articles/tyranosauro-segunda-parte/)
- [Q&A: Can dyslexia be prevented?](https://www.dyslexia.com/dr-articles/can-dyslexia-prevented/)
- [Why 'Tyrannosaurus', but not 'If'? Part Two](https://www.dyslexia.com/dr-articles/why-tyrannosaurus-part/)
- [The Gift of Dyslexia I Discovered](https://www.dyslexia.com/dr-articles/gift-dyslexia-discovered/)
- [UK Davis Facilitators Association Active at BDA June 2010 Family Day](https://www.dyslexia.com/dr-articles/facilitators-association-active/)
- [No! ... I won't read!!!](https://www.dyslexia.com/dr-articles/no-i-wont-read/)
- [A Totally Davis Family](https://www.dyslexia.com/dr-articles/totally-davis-family/)
- [¿Por qué 'Tyranosauro', pero no 'Cual'?](https://www.dyslexia.com/dr-articles/tyranosauro-pero-cual/)
- [Strategies for Gifted Visual-Spatial Learners](https://www.dyslexia.com/dr-articles/strategies-spatial-learners/)
- [Foreword to New Edition of The Gift of Dyslexia](https://www.dyslexia.com/dr-articles/foreword-edition-dyslexia/)
- [Teach Your Child to Understand Analog and Digital Time - With Clay!](https://www.dyslexia.com/dr-articles/understand-analog-digital/)
- [Q&A: Phonics teaching after a Davis Program](https://www.dyslexia.com/dr-articles/phonics-teaching-program/)
- [Why "Tyrannosaurus", but  not "If"?](https://www.dyslexia.com/dr-articles/why-tyrannosaurus-but/)
- [Written from the Heart](https://www.dyslexia.com/dr-articles/written-from-heart/)
- [A Dyslexic Volunteering at the Olympics](https://www.dyslexia.com/dr-articles/dyslexic-volunteering-olympics/)
- [When Your Weakness Becomes Your Greatest Strength](https://www.dyslexia.com/dr-articles/weakness-greatest-strength/)
- [Dyslexia: Learning Challenge and Gift](https://www.dyslexia.com/dr-articles/dyslexia-learning-challenge/)
- [Creatividad: ¿En Qué Consiste y Cómo La Cultivamos?](https://www.dyslexia.com/dr-articles/creatividad-consiste-cultivamos/)
- [That's Ostrobogulous!](https://www.dyslexia.com/dr-articles/thats-ostrobogulous/)
- [Q&A: Swiveling Camera Eye](https://www.dyslexia.com/dr-articles/swiveling-camera-eye/)
- [Creativity: What is It- And Where Can I Get Some](https://www.dyslexia.com/dr-articles/creativity-what-where/)
- [I Know! Let's Put All Our Great Thinkers in Box Stamped "Learning Disabled"](https://www.dyslexia.com/dr-articles/thinkers-learning-disabled/)
- [Questions Teacher Ask about Dyslexia and Davis Dyslexia Correction](https://www.dyslexia.com/dr-articles/questions-dyslexia-correction/)
- [Opening the Gift](https://www.dyslexia.com/dr-articles/opening-the-gift/)
- [Timmy Subdues a Cloud of Letters](https://www.dyslexia.com/dr-articles/timmy-subdues-letters/)
- [A Davis "Graduate" Answers a BIG Question](https://www.dyslexia.com/dr-articles/graduate-answers-question/)
- [Q&A: Thinking Nonverbally with Trigger Words](https://www.dyslexia.com/dr-articles/thinking-nonverbally-trigger/)
- [Dreams and Speed Bumps](https://www.dyslexia.com/dr-articles/dreams-speed-bumps/)
- [Picture Thinkers](https://www.dyslexia.com/dr-articles/picture-thinkers/)
- [Another Great Symbol Mastery Workshop](https://www.dyslexia.com/dr-articles/another-mastery-workshop/)
- [Awesome Work](https://www.dyslexia.com/dr-articles/awesome-work/)
- [Davis Autism Approach Now Available](https://www.dyslexia.com/dr-articles/autism-approach-available/)
- [Allie: Happy, Included and Confident](https://www.dyslexia.com/dr-articles/allie-included-confident/)
- [What's in a Name?](https://www.dyslexia.com/dr-articles/whats-in-a-name/)
- [Mejor prender una vela ...](https://www.dyslexia.com/dr-articles/mejor-prender-vela/)
- [Hang on a MInute...](https://www.dyslexia.com/dr-articles/hang-on-a-minute/)
- [Remembering Tim](https://www.dyslexia.com/dr-articles/remembering-tim/)
- [Malfunction or Adaptive Solution?](https://www.dyslexia.com/dr-articles/malfunction-adaptive-solution/)
- [A Caring Teacher Speaks Anonymously](https://www.dyslexia.com/dr-articles/caring-teacher-anonymously/)
- [Down the Educational Memory Hole](https://www.dyslexia.com/dr-articles/down-educational-memory/)
- [Adult Dyslexia: Working Better with Customers and Co-Workers](https://www.dyslexia.com/dr-articles/dyslexia-working-customers/)
- [A Dozen Frequently Asked Questions about Assessment](https://www.dyslexia.com/dr-articles/frequently-questions-assessment/)
- [Waiting for Recess](https://www.dyslexia.com/dr-articles/waiting-for-recess/)
- [Q&A: Dyslexia and Math](https://www.dyslexia.com/dr-articles/qa-dyslexia-and-math/)
- [Sixteen Amazing Days in New Zealand](https://www.dyslexia.com/dr-articles/sixteen-amazing-zealand/)
- [Q&A: Phun with Clay vs. Fonix](https://www.dyslexia.com/dr-articles/phun-with-fonix/)
- [The Ecology of Learning](https://www.dyslexia.com/dr-articles/the-ecology-learning/)
- [Time for a "Slow Speech" Movement?](https://www.dyslexia.com/dr-articles/time-speech-movement/)
- [Adult Dyslexia - The Best Kept Secret in the Workplace](https://www.dyslexia.com/dr-articles/dyslexia-secret-workplace/)
- [Congratulations, Elbert Elementary](https://www.dyslexia.com/dr-articles/congratulations-elbert-elementary/)
- [Davis-leerstrategieën Nederland](https://www.dyslexia.com/dr-articles/davis-leerstrategieen-nederland/)
- [Dyslexia Exhibit Wins New Zealand Landscape Award](https://www.dyslexia.com/dr-articles/dyslexia-exhibit-landscape/)
- [Charla de Ronald Davis Muy Concurrida en Guadalajara, Mexic](https://www.dyslexia.com/dr-articles/charla-concurrida-guadalajara/)
- [Q&A: Trying to Super Glue the Mind's Eye](https://www.dyslexia.com/dr-articles/trying-super-minds/)
- [Steadfast Uchi](https://www.dyslexia.com/dr-articles/steadfast-uchi/)
- [Musings on "Assuming the Best"](https://www.dyslexia.com/dr-articles/musings-assuming-best/)
- [Dyslexics: The Untapped Scholars](https://www.dyslexia.com/dr-articles/dyslexics-untapped-scholars/)
- [My Speech on Dyslexia](https://www.dyslexia.com/dr-articles/my-speech-dyslexia/)
- [In Simon's Own Words](https://www.dyslexia.com/dr-articles/in-simons-own-words/)
- [More Than They Ever Expected](https://www.dyslexia.com/dr-articles/more-than-expected/)
- [News from The Whole Dyslexic Society](https://www.dyslexia.com/dr-articles/whole-dyslexic-society/)
- [Davis Attracts a Big Crowd in Guadalajara, Mexico](https://www.dyslexia.com/dr-articles/attracts-guadalajara-mexico/)
- [La Fidelidad de Uchi](https://www.dyslexia.com/dr-articles/la-fidelidad-de-uchi/)
- [The Beginning of the End of 'Reading First'](https://www.dyslexia.com/dr-articles/beginning-reading-first/)
- [Q&A: Let child discover own mistakes](https://www.dyslexia.com/dr-articles/child-discover-mistakes/)
- [bAd Boy Makes Good](https://www.dyslexia.com/dr-articles/bad-boy-makes-good/)
- [Finding the Right Niche](https://www.dyslexia.com/dr-articles/finding-right-niche/)
- [Understanding my Gift](https://www.dyslexia.com/dr-articles/understanding-my-gift/)
- [The Undiagnosed Teenager with Dyslexia](https://www.dyslexia.com/dr-articles/undiagnosed-teenager-dyslexia/)
- [Note Proficiency, Part 1](https://www.dyslexia.com/dr-articles/note-proficiency-part/)
- [Michael's Great Day](https://www.dyslexia.com/dr-articles/michaels-great-day/)
- [The Fabulous, Famous Dyslexic, Henry Winkler](https://www.dyslexia.com/dr-articles/fabulous-dyslexic-winkler/)
- [Taare Zameen Par Wins Film Awards in India](https://www.dyslexia.com/dr-articles/taare-zameen-awards/)
- [The Soul of Golf Teaching](https://www.dyslexia.com/dr-articles/soul-golf-teaching/)
- [Q&A: Autism: a kind of 'super dyslexia?'](https://www.dyslexia.com/dr-articles/autism-super-dyslexia/)
- [What Do They Have in Common?](https://www.dyslexia.com/dr-articles/what-they-common/)
- [Six Years Later: A Mom's Look Back](https://www.dyslexia.com/dr-articles/years-later-moms/)
- [A Mom Remembers...](https://www.dyslexia.com/dr-articles/a-mom-remembers/)
- [Down with Fractions!?](https://www.dyslexia.com/dr-articles/down-with-fractions/)
- [Dyslexia as a Gift](https://www.dyslexia.com/dr-articles/dyslexia-as-a-gift/)
- [A New Sense of Direction](https://www.dyslexia.com/dr-articles/new-sense-direction/)
- [Outstanding Pennsylvania Teen Focus on Dyslexia](https://www.dyslexia.com/dr-articles/outstanding-pennsylvania-dyslexia/)
- [Charlotte Foster Named Outstanding Woman of the Year in Education](https://www.dyslexia.com/dr-articles/charlotte-outstanding-education/)
- [Joaquín: Diaro de un éxito](https://www.dyslexia.com/dr-articles/joaquin-diaro-exito/)
- [Courage and Perseverance Rewarded](https://www.dyslexia.com/dr-articles/courage-perseverance-rewarded/)
- [Q&A: Outgrown or overcome?](https://www.dyslexia.com/dr-articles/qa-outgrown-overcome/)
- [The Myth of Early Intervention](https://www.dyslexia.com/dr-articles/myth-early-intervention/)
- [Davis Learning Strategies "Bring Back the Smile"](https://www.dyslexia.com/dr-articles/davis-learning-strategies/)
- [Implications of Self-Regulation Abilities for Academic Achievement](https://www.dyslexia.com/dr-articles/implications-regulation-achievement/)
- [Stepping Past Labels](https://www.dyslexia.com/dr-articles/stepping-past-labels/)
- [The Making of a Bookworm](https://www.dyslexia.com/dr-articles/the-making-bookworm/)
- [Jacob - Up the Ladder of Sucess](https://www.dyslexia.com/dr-articles/jacob-ladder-sucess/)
- [Davis "Graduate" Admitted to Georgetown University](https://www.dyslexia.com/dr-articles/graduate-georgetown-university/)
- [Celebrating the 12th Anniversary of DDAI with Friends from Around the World!](https://www.dyslexia.com/dr-articles/celebrating-anniversary-friends/)
- [Joaquín: Diary of a Success Story](https://www.dyslexia.com/dr-articles/joaquin-diary-success/)
- [Cause for Celebration in New Zealand](https://www.dyslexia.com/dr-articles/cause-celebration-zealand/)
- [Q&A: Medications & Dyslexia](https://www.dyslexia.com/dr-articles/qa-medications-dyslexia/)
- [From the Heart](https://www.dyslexia.com/dr-articles/from-the-heart/)
- [ReadOn Receives iAward](https://www.dyslexia.com/dr-articles/readon-receives-iaward/)
- [Commencement Speech](https://www.dyslexia.com/dr-articles/commencement-speech/)
- [Free Audio Books from LibriVox.org](https://www.dyslexia.com/dr-articles/audio-books-librivox/)
- [New DVD Films Highlight the Davis Program & Methods](https://www.dyslexia.com/dr-articles/highlight-program-methods/)
- [The Achiever's Journey](https://www.dyslexia.com/dr-articles/the-achievers-journey/)
- [Rhythm Proficiency](https://www.dyslexia.com/dr-articles/rhythm-proficiency/)
- [Valedictorian Celebrates Dyslexia](https://www.dyslexia.com/dr-articles/valedictorian-celebrates-dyslexia/)
- [Davis Honored at World's First Dyslexia Discovery Exhibit](https://www.dyslexia.com/dr-articles/honored-dyslexia-discovery/)
- [Mr. Lucas and the Capital A](https://www.dyslexia.com/dr-articles/lucas-and-capital/)
- [Under one Roof](https://www.dyslexia.com/dr-articles/under-one-roof/)
- [Success Stories](https://www.dyslexia.com/dr-articles/success-stories/)
- [Q&A: Television and Visual Media](https://www.dyslexia.com/dr-articles/television-visual-media/)
- [Love Story?](https://www.dyslexia.com/dr-articles/love-story/)
- [A Cherished Thank You](https://www.dyslexia.com/dr-articles/cherished-thank-you/)
- [Fa Nichts: Much Ado About Very Little](https://www.dyslexia.com/dr-articles/nichts-about-little/)
- [If you Love a Dyslexic, Get This Book](https://www.dyslexia.com/dr-articles/love-dyslexic-this/)
- [The Real Me and the Truth About Reading](https://www.dyslexia.com/dr-articles/truth-about-reading/)
- [Celebration of the Gift](https://www.dyslexia.com/dr-articles/celebration-the-gift/)
- [An Adult Testimonial to the Merits of the Davis Method](https://www.dyslexia.com/dr-articles/testimonial-merits-method/)
- [Profile in Courage](https://www.dyslexia.com/dr-articles/profile-in-courage/)
- [Small Events Can Lead to Big Changes](https://www.dyslexia.com/dr-articles/small-events-changes/)
- [Q&A: Dyslexic "wanna-be"](https://www.dyslexia.com/dr-articles/qa-dyslexic-wanna-be/)
- [Mirror, Mirror, in My Head](https://www.dyslexia.com/dr-articles/mirror-in-head/)
- [A Picture is Worth a Thousand Words](https://www.dyslexia.com/dr-articles/picture-worth-thousand/)
- [Ty's Visit to "America's County"](https://www.dyslexia.com/dr-articles/visit-americas-county/)
- [New Zealand Cookie Icon Helps Dyslexics Discover Their Gifts](https://www.dyslexia.com/dr-articles/zealand-dyslexics-discover/)
- [Errors: The "Invisible" 800-Pound Gorilla Blocking the Road to Learning](https://www.dyslexia.com/dr-articles/invisible-blocking-learning/)
- [ReadOn - Positive Outcomes for Students with Reading Difficulties](https://www.dyslexia.com/dr-articles/positive-outcomes-difficulties/)
- [OnPoint with Davis Dyslexia Correction Methods](https://www.dyslexia.com/dr-articles/onpoint-dyslexia-correction/)
- [Q&A: Convinced that son is dyslexic despite negative test results](https://www.dyslexia.com/dr-articles/convinced-dyslexic-negative/)
- [Play Time: Fun Must Be a Big Part of the School Day](https://www.dyslexia.com/dr-articles/play-time-school/)
- [Congratulations to Walsh Elementary School!](https://www.dyslexia.com/dr-articles/congratulations-elementary-school/)
- [Unwrapping the Gift of Dyslexia](https://www.dyslexia.com/dr-articles/unwrapping-gift-dyslexia/)
- [Musically Dyslexic](https://www.dyslexia.com/dr-articles/musically-dyslexic/)
- [Musical Expectations](https://www.dyslexia.com/dr-articles/musical-expectations/)
- [The Seven Causes of Handwriting Problems, Part 2](https://www.dyslexia.com/dr-articles/seven-causes-handwriting-problems-2-2/)
- [Facilitation and Freedom](https://www.dyslexia.com/dr-articles/facilitation-and-freedom/)
- [A Davis Graduate Speaks](https://www.dyslexia.com/dr-articles/davis-graduate-speaks/)
- [Q&A: Mental Pictures vs. Clay Model](https://www.dyslexia.com/dr-articles/mental-pictures-model/)
- [Ecos Colombianos](https://www.dyslexia.com/dr-articles/ecos-colombianos/)
- [Overcoming a Roadblock](https://www.dyslexia.com/dr-articles/overcoming-a-roadblock/)
- [The Seven Causes of Handwriting Problems, Part 1](https://www.dyslexia.com/dr-articles/causes-handwriting-problems/)
- [Have Tools - Will Time Travel](https://www.dyslexia.com/dr-articles/have-tools-travel/)
- [Dyslexic in English](https://www.dyslexia.com/dr-articles/dyslexic-in-english/)
- [The "Quilts" of Education](https://www.dyslexia.com/dr-articles/the-quilts-education/)
- [Why Education is Important to Me](https://www.dyslexia.com/dr-articles/why-education-important/)
- [Q&A: Fragile X](https://www.dyslexia.com/dr-articles/qa-fragile-x/)
- [More on Foreign Language Intruction](https://www.dyslexia.com/dr-articles/foreign-language-intruction/)
- [Visual-Experiential Home Schooling Programs](https://www.dyslexia.com/dr-articles/experiential-schooling-programs/)
- [The Story of Happy Horace](https://www.dyslexia.com/dr-articles/story-happy-horace/)
- [Dyscalculia: Lifting the Lid](https://www.dyslexia.com/dr-articles/dyscalculia-lifting-the/)
- [The Engelbrecht Controlled Study of Davis Methods in South Africa](https://www.dyslexia.com/dr-articles/engelbrecht-controlled-methods/)
- [Davis Training Successfully Launched In Kenya](https://www.dyslexia.com/dr-articles/training-successfully-launched/)
- [Jessika's New Self](https://www.dyslexia.com/dr-articles/jessikas-new-self/)
- [Talking with Clay](https://www.dyslexia.com/dr-articles/talking-with-clay/)
- [The Best of Both Worlds](https://www.dyslexia.com/dr-articles/best-both-worlds/)
- [University of California and the SAT Exam](https://www.dyslexia.com/dr-articles/university-california-exam/)
- [You Want Me to Write a What?](https://www.dyslexia.com/dr-articles/want-write-what/)
- [Letters from Bulgaria](https://www.dyslexia.com/dr-articles/letters-from-bulgaria/)
- [My Reading Buddy](https://www.dyslexia.com/dr-articles/my-reading-buddy/)
- [Testing Out of Special Ed: One Mom's Story of Success](https://www.dyslexia.com/dr-articles/testing-special-success/)
- [Q&A: Learning disabilities and early childhood trauma](https://www.dyslexia.com/dr-articles/learning-disabilities-childhood/)
- [TPR (Total Physical Response) Foreign Language Instruction for the Dyslexia Learning Style](https://www.dyslexia.com/dr-articles/physical-response-instruction/)
- [Do the Davis Methods Address Spelling?](https://www.dyslexia.com/dr-articles/methods-address-spelling/)
- [The Threshold for Confusion](https://www.dyslexia.com/dr-articles/the-threshold-confusion/)
- [Good Spelling Days and Bad Spelling Days](https://www.dyslexia.com/dr-articles/good-spelling-days/)
- [Strategies for Spelling](https://www.dyslexia.com/dr-articles/strategies-for-spelling/)
- [Waking Up: The Origin of Concept Mastery](https://www.dyslexia.com/dr-articles/waking-concept-mastery/)
- [Announcing ReadOn Interactive Software](https://www.dyslexia.com/dr-articles/announcing-interactive-software/)
- [Good Questions and Some Answers](https://www.dyslexia.com/dr-articles/good-questions-answers/)
- [Q&A:  Toddler Pronounces Words Backwards](https://www.dyslexia.com/dr-articles/toddler-pronounces-backwards/)
- [The Way I See It](https://www.dyslexia.com/dr-articles/the-way-i-see-it/)
- [My "Point" of View](https://www.dyslexia.com/dr-articles/my-point-of-view/)
- [Congratulations to Northwestern School!](https://www.dyslexia.com/dr-articles/congratulations-northwestern-school/)
- [A Look at BrightStar Learning](https://www.dyslexia.com/dr-articles/look-brightstar-learning/)
- [A Very Special Birthday](https://www.dyslexia.com/dr-articles/very-special-birthday/)
- [Q&A: When child cannot move mind's eye during assessment](https://www.dyslexia.com/dr-articles/cannot-during-assessment/)
- [International Davis Facilitator Symposium a Great Success](https://www.dyslexia.com/dr-articles/international-facilitator-symposium/)
- [IDEA 2004 Update: Changes to Key Statutes](https://www.dyslexia.com/dr-articles/update-changes-statutes/)
- [Help for College Students with Disabilities](https://www.dyslexia.com/dr-articles/college-students-disabilities/)
- [One Teacher's Search for Answers to the Riddle of Dyslexia](https://www.dyslexia.com/dr-articles/teachers-answers-dyslexia/)
- [Friends and Family](https://www.dyslexia.com/dr-articles/friends-and-family/)
- [The Duststorm of Deception](https://www.dyslexia.com/dr-articles/the-duststorm-deception/)
- [Phonics vs. Whole Language](https://www.dyslexia.com/dr-articles/phonics-whole-language/)
- [Q&A: Definitions of Dyslexia](https://www.dyslexia.com/dr-articles/qa-definitions-dyslexia/)
- [Edward's Nervous Breakdown](https://www.dyslexia.com/dr-articles/edwards-nervous-breakdown/)
- [China Research Supports a Developmental and Functional Theory of Dyslexia](https://www.dyslexia.com/dr-articles/research-developmental-functional/)
- [News from South Africa](https://www.dyslexia.com/dr-articles/news-south-africa/)
- [Building Self-Advocacy Skills](https://www.dyslexia.com/dr-articles/building-advocacy-skills/)
- [The Abilities of Those with Reading Disabilities (Part 3)](https://www.dyslexia.com/dr-articles/abilities-reading-disabilities-3/)
- [Thoughts from a Tutor](https://www.dyslexia.com/dr-articles/thoughts-from-tutor/)
- [Proud Mom Praises Daughter's Achievements](https://www.dyslexia.com/dr-articles/praises-daughters-achievements/)
- [What would Dr. Orton Think Today?](https://www.dyslexia.com/dr-articles/would-orton-think/)
- [The Abilities of Those with Reading Disabilities (Part 2)](https://www.dyslexia.com/dr-articles/abilities-reading-disabilities/)
- [The Abilities of Those with Reading Disabilities (Part 1)](https://www.dyslexia.com/dr-articles/abilities-part-1/)
- [Q&A:  Professional Training Assignments](https://www.dyslexia.com/dr-articles/professional-training-assignments/)
- [UK Program Offers Young Adults a Second Chance](https://www.dyslexia.com/dr-articles/program-offers-adults/)
- [Einblick in unsere Erfas](https://www.dyslexia.com/dr-articles/einblick-unsere-erfas/)
- [Perseverance is the key!!!](https://www.dyslexia.com/dr-articles/perseverance-is-the-key/)
- [Perseverance is the key!!!](https://www.dyslexia.com/dr-articles/perseverance-the-key/)
- [Significant Implications for Davis Methods in New Dyslexia Research](https://www.dyslexia.com/dr-articles/significant-implications-dyslexia/)
- [University of Arizona Study Shows Davis Symbol Mastery Effective for Foreign Language Learning](https://www.dyslexia.com/dr-articles/study-symbol-mastery-languages/)
- [Lichtpuntjes in Dyslexie-Oerwoud](https://www.dyslexia.com/dr-articles/lichtpuntjes-dyslexie-oerwoud/)
- [DDA-CH Beraterinnen-Treff](https://www.dyslexia.com/dr-articles/dda-beraterinnen-treff/)
- [Gehirnuntersuchungen zeigen: Legastheniker lesen besser mit alternativen Strategien](https://www.dyslexia.com/dr-articles/gehirnuntersuchungen-legastheniker-alternativen/)
- [Miss Teen Michigan Speaks Out about Dyslexia](https://www.dyslexia.com/dr-articles/michigan-speaks-dyslexia/)
- [What a Difference We Are Making](https://www.dyslexia.com/dr-articles/what-difference-making/)
- [Viking Spirit: An Aunt's Saga](https://www.dyslexia.com/dr-articles/viking-spirit-aunts/)
- [A Bad Memory: Learning the Times Tables](https://www.dyslexia.com/dr-articles/memory-learning-tables/)
- [An Old Grandma Brings New Hope](https://www.dyslexia.com/dr-articles/grandma-brings-hope/)
- [A Typical ADD Scenario](https://www.dyslexia.com/dr-articles/typical-add-scenario/)
- [Q&A:  Is dyslexia hereditary?](https://www.dyslexia.com/dr-articles/qa-dyslexia-hereditary/)
- [Her Sparkle Has Returned](https://www.dyslexia.com/dr-articles/her-sparkle-returned/)
- [Es ist nicht alles Gold was glänzt](https://www.dyslexia.com/dr-articles/nicht-alles-glanzt/)
- [Das Phänomen Widerstand in der Davis-Beratung](https://www.dyslexia.com/dr-articles/phanomen-widerstand-beratung/)
- [Back to School Tips for Teachers](https://www.dyslexia.com/dr-articles/back-school-teachers/)
- [Dreams Coming True in Iceland](https://www.dyslexia.com/dr-articles/dreams-coming-iceland/)
- [Brain Scans Show Dyslexics Read Better with Alternative Strategies](https://www.dyslexia.com/dr-articles/dyslexics-alternative-strategies/)
- [Q&A: Phonics Instruction and the Davis program](https://www.dyslexia.com/dr-articles/phonics-instruction-program/)
- [The Birth of a Davis Facilitator](https://www.dyslexia.com/dr-articles/birth-davis-facilitator/)
- [Desorientierungsmuster bei Buchstaben](https://www.dyslexia.com/dr-articles/desorientierungsmuster-bei-buchstaben/)
- [Buchstaben und Bilder?](https://www.dyslexia.com/dr-articles/buchstaben-und-bilder/)
- [Gebruik van de Davis Leer Methode](https://www.dyslexia.com/dr-articles/gebruik-davis-methode/)
- [The Logical Structure of Learning Reading & Math](https://www.dyslexia.com/dr-articles/logical-structure-learning/)
- [The Giants of Early Childhood Development](https://www.dyslexia.com/dr-articles/giants-childhood-development/)
- [Much too Early](https://www.dyslexia.com/dr-articles/much-too-early/)
- [Announcing The Gift of Learning](https://www.dyslexia.com/dr-articles/announcing-gift-learning/)
- [Defusing Confusions with Clay in the UK](https://www.dyslexia.com/dr-articles/defusing-confusions-with/)
- [Ball and Chain](https://www.dyslexia.com/dr-articles/ball-and-chain/)
- [La Puerta de las que???](https://www.dyslexia.com/dr-articles/la-puerta-de-las-que/)
- [Q&A:  Orientation Counseling when unsure of dyslexia](https://www.dyslexia.com/dr-articles/orientation-counseling-dyslexia/)
- [Derek's Story](https://www.dyslexia.com/dr-articles/dereks-story/)
- [Really? Hurray! I Have Dyslexia!](https://www.dyslexia.com/dr-articles/really-hurray-dyslexia/)
- [Tears, Frustration and Towels Needing Rescuing](https://www.dyslexia.com/dr-articles/frustration-needing-rescuing/)
- [Dear Frustrated Mom](https://www.dyslexia.com/dr-articles/dear-frustrated-mom/)
- [Links oder rechts?](https://www.dyslexia.com/dr-articles/links-oder-rechts/)
- [Q&A:  What is hyperlexia](https://www.dyslexia.com/dr-articles/qa-what-hyperlexia/)
- [The History of Concept Mastery and Symbol Mastery](https://www.dyslexia.com/dr-articles/history-concept-mastery/)
- [Die Geschichte von Anna / The Story of Anna](https://www.dyslexia.com/dr-articles/die-geschichte-anna/)
- [Was sind bildlose Wörter?  Ein Definitionsversuch](https://www.dyslexia.com/dr-articles/bildlose-worter-definitionsversuch/)
- [Erstes deutches Schulprojekt mit den Davis Lernstrategien](https://www.dyslexia.com/dr-articles/deutches-schulprojekt-lernstrategien/)
- [Q&A:  Dyslexic Imaginative Abilities](https://www.dyslexia.com/dr-articles/dyslexic-imaginative-abilities/)
- [Stephen's Story](https://www.dyslexia.com/dr-articles/stephens-story/)
- [What Motivates Someone to Become a Davis Facilitator?](https://www.dyslexia.com/dr-articles/motivates-someone-facilitator/)
- [A Special Time for Special Kids](https://www.dyslexia.com/dr-articles/special-time-kids/)
- [Slowly but Surely](https://www.dyslexia.com/dr-articles/slowly-but-surely/)
- [Summer Learning is Fun!!](https://www.dyslexia.com/dr-articles/summer-learning-fun/)
- [Q&A: Research on Dyslexic Talents](https://www.dyslexia.com/dr-articles/research-dyslexic-talents/)
- [A Word a Day - Homeschooling the Davis Program](https://www.dyslexia.com/dr-articles/homeschooling-davis-program/)
- [Viewpoints on Motivation: Trusting your Child](https://www.dyslexia.com/dr-articles/viewpoints-motivation-trusting/)
- [Q&A: Phoneme Awareness; Picture-at-Punctuation](https://www.dyslexia.com/dr-articles/q-picture-at-punctuation/)
- [Symbol Mastery Q&A](https://www.dyslexia.com/dr-articles/symbol-mastery-qa/)
- [Restoring Motivation](https://www.dyslexia.com/dr-articles/restoring-motivation/)
- [Symbol Mastery for Multi-Lingual Students and Second Language Acquisition](https://www.dyslexia.com/dr-articles/students-language-acquisition/)
- [Q&A: Internet Resources for Reading Assessment](https://www.dyslexia.com/dr-articles/internet-resources-assessment/)
- [Disorientation and Dyslexic Perception](https://www.dyslexia.com/dr-articles/disorientation-dyslexic-perception/)
- [Facts about ADHD](https://www.dyslexia.com/dr-articles/facts-about-adhd/)
- [A Great Day](https://www.dyslexia.com/dr-articles/a-great-day/)
- [Success with Dial-Setting](https://www.dyslexia.com/dr-articles/success-with-setting/)
- [A Different Look at Attention Deficit Disorder](https://www.dyslexia.com/dr-articles/different-attention-disorder/)
- [Dear Old Friend](https://www.dyslexia.com/dr-articles/dear-old-friend/)
- [Never Underestimate the Importance of a Visual Reference](https://www.dyslexia.com/dr-articles/underestimate-importance-reference/)
- [Success Story](https://www.dyslexia.com/dr-articles/success-story/)
- [Using Animals to Match Dial Settings](https://www.dyslexia.com/dr-articles/using-animals-settings/)
- [English Speaking Dyslexics Experience More Difficulty](https://www.dyslexia.com/dr-articles/dyslexics-experience-difficulty/)
- [Mastering Musical Notes with Davis Symbol Mystery](https://www.dyslexia.com/dr-articles/mastering-musical-mystery/)
- [What Happens Next](https://www.dyslexia.com/dr-articles/what-happens-next/)
- [Treasures](https://www.dyslexia.com/dr-articles/treasures/)
- [The Shifting Sands of Dyslexia Science](https://www.dyslexia.com/dr-articles/shifting-dyslexia-science/)
- [What Happened to Kyle!](https://www.dyslexia.com/dr-articles/what-happened-kyle/)
- [Putting Self in the Picture](https://www.dyslexia.com/dr-articles/putting-self-picture/)
- [Getting Ready for School](https://www.dyslexia.com/dr-articles/getting-ready-school/)
- [Koosh Ball Therapy](https://www.dyslexia.com/dr-articles/koosh-ball-therapy/)
- [The Joy of Clay](https://www.dyslexia.com/dr-articles/the-joy-of-clay/)
- [Red Dirt and Water](https://www.dyslexia.com/dr-articles/red-dirt-and-water/)
- [Schools that Teach Failure](https://www.dyslexia.com/dr-articles/schools-teach-failure/)
- [Nick's Dial](https://www.dyslexia.com/dr-articles/nicks-dial/)
- [Defining Statement](https://www.dyslexia.com/dr-articles/defining-statement/)
- [Gedanken über das "Meistern"](https://www.dyslexia.com/dr-articles/gedanken-uber-meistern/)
- [Kleintjes Leren Lezen](https://www.dyslexia.com/dr-articles/kleintjes-leren-lezen/)
- [Davis Dyslexia Association established for Australia-New Zealand Territories](https://www.dyslexia.com/dr-articles/association-established-territories/)
- [Thoughts Over Coffee](https://www.dyslexia.com/dr-articles/thoughts-over-coffee/)
- [Bill of Rights for Children with ADD/ADHD](https://www.dyslexia.com/dr-articles/rights-children-addadhd/)
- [What Happens to a Family When a Non-Reader Becomes a Reader](https://www.dyslexia.com/dr-articles/happens-family-becomes/)
- [Davis Learning Strategies Research News](https://www.dyslexia.com/dr-articles/learning-strategies-research/)
- [Psychostimulants in America](https://www.dyslexia.com/dr-articles/psychostimulants-in-america/)
- [Explaining Dyslexia to a Child](https://www.dyslexia.com/dr-articles/explaining-dyslexia-child/)
- [Connecticut Law Prohibits Schools from Urging Ritalin](https://www.dyslexia.com/dr-articles/connecticut-prohibits-schools/)
- [A Quest to Understand Dyslexia as a Gifted Education Teacher](https://www.dyslexia.com/dr-articles/understand-dyslexia-education/)
- [Personal Experience Essay](https://www.dyslexia.com/dr-articles/personal-experience-essay/)
- [Davis Dyslexia Correction Program Outcomes](https://www.dyslexia.com/dr-articles/dyslexia-correction-outcomes/)
- [Interview with Ron Davis](https://www.dyslexia.com/dr-articles/interview-with-davis/)
- [Finding Order in an A.D.D. World](https://www.dyslexia.com/dr-articles/finding-order-world/)
- [A Student Succeeds with the Gift](https://www.dyslexia.com/dr-articles/student-succeeds-with/)
- [The Building Blocks of Reading](https://www.dyslexia.com/dr-articles/building-blocks-reading/)
- [Why a Drug-Free Program](https://www.dyslexia.com/dr-articles/drug-free-program/)
- [Homeschooling with Symbol Mastery](https://www.dyslexia.com/dr-articles/homeschooling-symbol-mastery/)
- [Clay is Fun!](https://www.dyslexia.com/dr-articles/clay-is-fun/)
- [First Graders Succeed with Symbol Mastery](https://www.dyslexia.com/dr-articles/graders-succeed-mastery/)
- [Davis Research Foundation Funds Public School Programs](https://www.dyslexia.com/dr-articles/research-foundation-programs/)
- [Disorientation, Confusion, and the Symptoms of A.D.D.](https://www.dyslexia.com/dr-articles/disorientation-confusion-symptoms/)

## Dyslexic Reader Authors

- [Sharon Pfeiffer](https://www.dyslexia.com/dysread-auth/sharon-pfeiffer/)
- [Ronald D. Davis](https://www.dyslexia.com/dysread-auth/ronald-d-davis/)
- [Abigail Marshall](https://www.dyslexia.com/dysread-auth/abigail-marshall/)
- [Daniel Willemin](https://www.dyslexia.com/dysread-auth/daniel-willemin/)
- [Ioannis Tzivanakis](https://www.dyslexia.com/dysread-auth/ioannis-tzivanakis/)
- [Sue Hall](https://www.dyslexia.com/dysread-auth/sue-hall/)
- [Gabriela Scholter](https://www.dyslexia.com/dysread-auth/gabriela-scholter/)
- [Sonja Heinrich](https://www.dyslexia.com/dysread-auth/sonja-heinrich/)
- [Alice J. Pratt](https://www.dyslexia.com/dysread-auth/alice-j-pratt/)
- [Jerilynn Carter](https://www.dyslexia.com/dysread-auth/jerilynn-carter/)
- [Cyndi Deneson](https://www.dyslexia.com/dysread-auth/cyndi-deneson/)
- [Dee Weldon White](https://www.dyslexia.com/dysread-auth/dee-weldon-white/)
- [Marcia Maust](https://www.dyslexia.com/dysread-auth/marcia-maust/)
- [Alice E. Davis](https://www.dyslexia.com/dysread-auth/alice-e-davis/)
- [Myrna Burkholder](https://www.dyslexia.com/dysread-auth/myrna-burkholder/)
- [Randee Garretson](https://www.dyslexia.com/dysread-auth/randee-garretson/)
- [Jayne Heywood](https://www.dyslexia.com/dysread-auth/jayne-heywood/)
- [Paula Morehead](https://www.dyslexia.com/dysread-auth/paula-morehead-2/)
- [Wendy Gilley](https://www.dyslexia.com/dysread-auth/wendy-gilley/)
- [Gerry Grant](https://www.dyslexia.com/dysread-auth/gerry-grant/)
- [Christine East](https://www.dyslexia.com/dysread-auth/christine-east/)
- [David Elkind](https://www.dyslexia.com/dysread-auth/david-elkind/)
- [Magdalena Vogel-Eichert](https://www.dyslexia.com/dysread-auth/magdalena-vogel-eichert/)
- [Hilary Farmer](https://www.dyslexia.com/dysread-auth/hilary-farmer/)
- [Vickie Kozuki-Ah You](https://www.dyslexia.com/dysread-auth/vickie-kozuki-ah-you/)
- [Mary Ellen Schutz](https://www.dyslexia.com/dysread-auth/mary-ellen-schutz/)
- [Astrid Grosse-Mönch](https://www.dyslexia.com/dysread-auth/astrid-grosse-monch/)
- [Ute Breithaupt](https://www.dyslexia.com/dysread-auth/ute-breithaupt/)
- [Lisa Thatcher](https://www.dyslexia.com/dysread-auth/lisa-thatcher/)
- [Raewyn Matheson](https://www.dyslexia.com/dysread-auth/raewyn-matheson/)
- [Annet van der Baan](https://www.dyslexia.com/dysread-auth/annet-van-der-baan/)
- [Thomas G. West](https://www.dyslexia.com/dysread-auth/thomas-g-west/)
- [Linda Johannes](https://www.dyslexia.com/dysread-auth/linda-johannes/)
- [Marianne Kranzer](https://www.dyslexia.com/dysread-auth/marianne-kranzer/)
- [Kim Ainis](https://www.dyslexia.com/dysread-auth/kim-ainis/)
- [Carine Van Vuuren](https://www.dyslexia.com/dysread-auth/carine-van-vuuren/)
- [Judith Jenkinson](https://www.dyslexia.com/dysread-auth/judith-jenkinson/)
- [Elenica Pitoska](https://www.dyslexia.com/dysread-auth/elenica-pitoska/)
- [Jackie M. Black](https://www.dyslexia.com/dysread-auth/jackie-m-black/)
- [Charlotte Foster](https://www.dyslexia.com/dysread-auth/charlotte-foster/)
- [Laura Zink de Diaz](https://www.dyslexia.com/dysread-auth/laura-zink-de-diaz/)
- [Michele Siegmann](https://www.dyslexia.com/dysread-auth/michele-siegmann/)
- [Elise Bergerson](https://www.dyslexia.com/dysread-auth/elise-bergerson/)
- [Daniella Boneva](https://www.dyslexia.com/dysread-auth/daniella-boneva/)
- [Richard Whitehead](https://www.dyslexia.com/dysread-auth/richard-whitehead/)
- [Ian Richardson](https://www.dyslexia.com/dysread-auth/ian-richardson/)
- [Nancy D. Kress](https://www.dyslexia.com/dysread-auth/nancy-d-kress/)
- [Kim Carson](https://www.dyslexia.com/dysread-auth/kim-carson/)
- [Geoffrey Keith](https://www.dyslexia.com/dysread-auth/geoffrey-keith/)
- [Cathy Cook](https://www.dyslexia.com/dysread-auth/cathy-cook/)
- [M.Ed.](https://www.dyslexia.com/dysread-auth/m-ed/)
- [Jane Mangano](https://www.dyslexia.com/dysread-auth/jane-mangano/)
- [Catherine Churton](https://www.dyslexia.com/dysread-auth/catherine-churton/)
- [David Whyte](https://www.dyslexia.com/dysread-auth/david-whyte/)
- [Cathy Dodge Smith](https://www.dyslexia.com/dysread-auth/cathy-dodge-smith/)
- [Tina McInerney](https://www.dyslexia.com/dysread-auth/tina-mcinerney/)
- [David H. Albert](https://www.dyslexia.com/dysread-auth/david-h-albert/)
- [Elsie Johnson](https://www.dyslexia.com/dysread-auth/elsie-johnson/)
- [Mary Kay Frasier](https://www.dyslexia.com/dysread-auth/mary-kay-frasier/)
- [Genevieve David](https://www.dyslexia.com/dysread-auth/genevieve-david/)
- [Wendy Haddon](https://www.dyslexia.com/dysread-auth/wendy-haddon/)
- [Casey Linwick-Rouzer](https://www.dyslexia.com/dysread-auth/casey-linwick-rouzer/)
- [Linda Daniels](https://www.dyslexia.com/dysread-auth/linda-daniels/)
- [Casey McGrath](https://www.dyslexia.com/dysread-auth/casey-mcgrath/)
- [Roger Honzik](https://www.dyslexia.com/dysread-auth/roger-honzik/)
- [Haylee Baer](https://www.dyslexia.com/dysread-auth/haylee-baer/)
- [Janet Confer](https://www.dyslexia.com/dysread-auth/janet-confer/)
- [Rene Engelbrecht](https://www.dyslexia.com/dysread-auth/rene-engelbrecht/)
- [Donald Kehoe](https://www.dyslexia.com/dysread-auth/donald-kehoe/)
- [Homfridur Gudmundsdottir](https://www.dyslexia.com/dysread-auth/homfridur-gudmundsdottir/)
- [Karen LoGiudice](https://www.dyslexia.com/dysread-auth/karen-logiudice/)
- [Jean Moser](https://www.dyslexia.com/dysread-auth/jean-moser/)
- [Mark Whidden](https://www.dyslexia.com/dysread-auth/mark-whidden/)
- [Glenys Knopp](https://www.dyslexia.com/dysread-auth/glenys-knopp/)
- [Simon Taege](https://www.dyslexia.com/dysread-auth/simon-taege/)
- [Kristi Thompson](https://www.dyslexia.com/dysread-auth/kristi-thompson/)
- [Brenda Baird](https://www.dyslexia.com/dysread-auth/brenda-baird/)
- [Gale Long](https://www.dyslexia.com/dysread-auth/gale-long/)
- [Ed Richards](https://www.dyslexia.com/dysread-auth/ed-richards/)
- [Sherry A. Baerg](https://www.dyslexia.com/dysread-auth/sherry-a-baerg/)
- [Justin Carson](https://www.dyslexia.com/dysread-auth/justin-carson/)
- [Lesa Hall](https://www.dyslexia.com/dysread-auth/lesa-hall/)
- [Amity Scala](https://www.dyslexia.com/dysread-auth/amity-scala/)
- [Elisabeth Snell](https://www.dyslexia.com/dysread-auth/elisabeth-snell/)
- [Laura Walth](https://www.dyslexia.com/dysread-auth/laura-walth/)
- [Jynette Brumpton](https://www.dyslexia.com/dysread-auth/jynette-brumpton/)
- [Carol Nelson](https://www.dyslexia.com/dysread-auth/carol-nelson/)
- [Linda Kreger Silverman](https://www.dyslexia.com/dysread-auth/linda-kreger-silverman/)
- [Jeffrey N. Freed](https://www.dyslexia.com/dysread-auth/jeffrey-n-freed/)
- [David C. Rosen](https://www.dyslexia.com/dysread-auth/david-c-rosen/)
- [Sara Kramer](https://www.dyslexia.com/dysread-auth/sara-kramer/)
- [Sierra Smith](https://www.dyslexia.com/dysread-auth/sierra-smith/)
- [Patricia Hodge](https://www.dyslexia.com/dysread-auth/patricia-hodge/)
- [Maria A. Serrano-Lopez](https://www.dyslexia.com/dysread-auth/maria-a-serrano-lopez/)
- [Fionna Pilgrim](https://www.dyslexia.com/dysread-auth/fionna-pilgrim/)
- [Margot Young](https://www.dyslexia.com/dysread-auth/margot-young/)
- [David Hirst](https://www.dyslexia.com/dysread-auth/david-hirst/)
- [Sharon Permack](https://www.dyslexia.com/dysread-auth/sharon-permack/)
- [Nancy Kress](https://www.dyslexia.com/dysread-auth/nancy-kress/)
- [Jennifer Gray](https://www.dyslexia.com/dysread-auth/jennifer-gray/)
- [Esther Sloyer](https://www.dyslexia.com/dysread-auth/esther-sloyer/)
- [Mary Sloyer](https://www.dyslexia.com/dysread-auth/mary-sloyer/)
- [Elizabeth Currie Shier](https://www.dyslexia.com/dysread-auth/elizabeth-currie-shier/)
- [Kelly Attebery](https://www.dyslexia.com/dysread-auth/kelly-attebery/)
- [Donna Northcutt](https://www.dyslexia.com/dysread-auth/donna-northcutt/)
- [Robin Temple](https://www.dyslexia.com/dysread-auth/robin-temple/)
- [Rebecca Landes](https://www.dyslexia.com/dysread-auth/rebecca-landes/)
- [Klaire de Lys](https://www.dyslexia.com/dysread-auth/klaire-de-lys/)
- [Angi Edwards](https://www.dyslexia.com/dysread-auth/angi-edwards/)
- [Karen Wehrman](https://www.dyslexia.com/dysread-auth/karen-wehrman/)
- [George Johnson](https://www.dyslexia.com/dysread-auth/george-johnson/)
- [Victoria Barski](https://www.dyslexia.com/dysread-auth/victoria-barski/)
- [Lorraine Charbonneau](https://www.dyslexia.com/dysread-auth/lorraine-charbonneau/)
- [Carolyn Tyler](https://www.dyslexia.com/dysread-auth/carolyn-tyler/)
- [Lynn Chigounis](https://www.dyslexia.com/dysread-auth/lynn-chigounis/)
- [Suzanne Buchauer](https://www.dyslexia.com/dysread-auth/suzanne-buchauer/)
- [Susan Smarjesse](https://www.dyslexia.com/dysread-auth/susan-smarjesse/)
- [Renée van der Vloodt](https://www.dyslexia.com/dysread-auth/renee-van-der-vloodt/)
- [Melanie Curry](https://www.dyslexia.com/dysread-auth/melanie-curry/)
- [Dr. Angela L. Gonzales](https://www.dyslexia.com/dysread-auth/dr-angela-l-gonzales/)
- [Ron Davis](https://www.dyslexia.com/dysread-auth/ron-davis/)
- [Stacey Borger Smith](https://www.dyslexia.com/dysread-auth/stacey-borger-smith/)
- [Vanessa Victor](https://www.dyslexia.com/dysread-auth/vanessa-victor/)
- [Cheryl Rodrigues](https://www.dyslexia.com/dysread-auth/cheryl-rodrigues/)
- [Kelley Phipps](https://www.dyslexia.com/dysread-auth/kelley-phipps/)
- [Liz Bertran](https://www.dyslexia.com/dysread-auth/liz-bertran/)
- [Cigdem Knebel](https://www.dyslexia.com/dysread-auth/cigdem-knebel/)
- [Vivienne Carson](https://www.dyslexia.com/dysread-auth/vivienne-carson/)
- [Priti Venkatesan](https://www.dyslexia.com/dysread-auth/priti-venkatesan/)
- [Nirupama Krishnan](https://www.dyslexia.com/dysread-auth/nirupama-krishnan/)
- [Jatinder Kaur](https://www.dyslexia.com/dysread-auth/jatinder-kaur/)

## Dyslexic Readers

- [Issue 75](https://www.dyslexia.com/dysread/issue-75/)
- [Issue 74](https://www.dyslexia.com/dysread/issue-74/)
- [Issue 73](https://www.dyslexia.com/dysread/issue-73/)
- [Issue 72](https://www.dyslexia.com/dysread/issue-72/)
- [Issue 71](https://www.dyslexia.com/dysread/issue-71/)
- [Issue 24](https://www.dyslexia.com/dysread/issue-24/)
- [Issue 70](https://www.dyslexia.com/dysread/issue-70/)
- [Issue 69](https://www.dyslexia.com/dysread/issue-69/)
- [Issue 68](https://www.dyslexia.com/dysread/issue-68/)
- [Issue 67](https://www.dyslexia.com/dysread/issue-67/)
- [Issue 66](https://www.dyslexia.com/dysread/issue-66/)
- [Issue 65](https://www.dyslexia.com/dysread/issue-65/)
- [Issue 64](https://www.dyslexia.com/dysread/issue-64/)
- [Issue 63](https://www.dyslexia.com/dysread/issue-63/)
- [Issue 4](https://www.dyslexia.com/dysread/issue-4/)
- [Issue 5](https://www.dyslexia.com/dysread/issue-5/)
- [Issue 6](https://www.dyslexia.com/dysread/issue-6/)
- [Issue 7](https://www.dyslexia.com/dysread/issue-7/)
- [Issue 10](https://www.dyslexia.com/dysread/issue-10/)
- [Issue 11](https://www.dyslexia.com/dysread/issue-11/)
- [Issue 20](https://www.dyslexia.com/dysread/issue-20/)
- [Issue 21](https://www.dyslexia.com/dysread/issue-21/)
- [Issue 23](https://www.dyslexia.com/dysread/issue-23/)
- [Issue 25](https://www.dyslexia.com/dysread/issue-25/)
- [Issue 26](https://www.dyslexia.com/dysread/issue-26/)
- [Issue 27](https://www.dyslexia.com/dysread/issue-27/)
- [Issue 28](https://www.dyslexia.com/dysread/issue-28/)
- [Issue 29](https://www.dyslexia.com/dysread/issue-29/)
- [Issue 30](https://www.dyslexia.com/dysread/issue-30/)
- [Issue 31](https://www.dyslexia.com/dysread/issue-31/)
- [Issue 32](https://www.dyslexia.com/dysread/issue-32/)
- [Issue 33](https://www.dyslexia.com/dysread/issue-33/)
- [Issue 34](https://www.dyslexia.com/dysread/issue-34/)
- [Issue 35](https://www.dyslexia.com/dysread/issue-35/)
- [Issue 36](https://www.dyslexia.com/dysread/issue-36/)
- [Issue 37](https://www.dyslexia.com/dysread/issue-37/)
- [Issue 38](https://www.dyslexia.com/dysread/issue-38/)
- [Issue 39](https://www.dyslexia.com/dysread/issue-39/)
- [Issue 40](https://www.dyslexia.com/dysread/issue-40/)
- [Issue 41](https://www.dyslexia.com/dysread/issue-41/)
- [Issue 42](https://www.dyslexia.com/dysread/issue-42/)
- [Issue 43](https://www.dyslexia.com/dysread/issue-43/)
- [Issue 44](https://www.dyslexia.com/dysread/issue-44/)
- [Issue 45](https://www.dyslexia.com/dysread/issue-45/)
- [Issue 46](https://www.dyslexia.com/dysread/issue-46/)
- [Issue 47](https://www.dyslexia.com/dysread/issue-47/)
- [Issue 48](https://www.dyslexia.com/dysread/issue-48/)
- [Issue 49](https://www.dyslexia.com/dysread/issue-49/)
- [Issue 50](https://www.dyslexia.com/dysread/issue-50/)
- [Issue 51](https://www.dyslexia.com/dysread/issue-51/)
- [Issue 52](https://www.dyslexia.com/dysread/issue-52/)
- [Issue 54](https://www.dyslexia.com/dysread/issue-54/)
- [Issue 55](https://www.dyslexia.com/dysread/issue-55/)
- [Issue 56](https://www.dyslexia.com/dysread/issue-56/)
- [Issue 57](https://www.dyslexia.com/dysread/issue-57/)
- [Issue 59](https://www.dyslexia.com/dysread/issue-59/)
- [Issue 60](https://www.dyslexia.com/dysread/issue-60/)
- [Issue 61](https://www.dyslexia.com/dysread/issue-61/)
- [Issue 62](https://www.dyslexia.com/dysread/issue-62/)
- [Issue 53](https://www.dyslexia.com/dysread/issue-53/)
- [Issue 58](https://www.dyslexia.com/dysread/issue-58/)

## Famous Dyslexics

- [Wallace Broecker](https://www.dyslexia.com/famous/wallace-broecker/) - Wallace Brocker popularized the term "global warming" and also coined the term “the global conveyor” for the ocean currents that circulate warm water around the globe. He was dyslexic and said he never typed or used a computer, writing manuscripts for his many books and articles by hand. In 1998, he told an interviewer, “My
- [George M. Church](https://www.dyslexia.com/famous/george-church/) - Known for his work in the sequencing of genomes, in synthetic biology, in genome engineering, and in an emerging area of neuroscience that proposes to map brain activity and establish a "functional connectome." I was using books — even though I had a lot of trouble reading. By using the index and using photographs, I
- [Mads Johan Øgaard](https://www.dyslexia.com/famous/mads-johan-ogaard/) - I am a big fan of the book The Gift of Dyslexia by Ronald D Davis, it truly changed my life at the age of 12. It was the first book I brought and read cover to cover, it was about me and how I can learn better and why I am as thinking differently
- [Helen B. Taussig](https://www.dyslexia.com/famous/helen-b-taussig/) - Helen Brooke Taussig is known as the founder of pediatric cardiology for her pioneering work developing a surgical shunt to treat "blue baby" syndrome. She also helped prevent a thalidomide birth defect crisis in the United States, testifying to the Food and Drug Administration about the devastating effects the drug had caused in Europe. She
- [Gary Cohn](https://www.dyslexia.com/famous/gary-cohn/) - Probably the most poignant thing I heard out of a teacher that I wasn't supposed to hear, was when she told my parents if they were really lucky and spent a lot of time with me, I might grow up to be a truck driver. Gary Cohn is the President and Chief Operating Officer of
- [Kevin O'Leary](https://www.dyslexia.com/famous/kevin-oleary/) - I meet lots of dyslexic people today and I give them encouragement, because it is a super power. Kevin O'Leary is a Canadian businessman, investor, journalist, writer, financial commentator and television personality. He is co-founder and Chairman of O'Leary Funds and and an investor on the reality television series "Shark Tank." They were very tough times. I was
- [Erna Solberg](https://www.dyslexia.com/famous/erna-solberg/) - “I am dyslexic and I write it myself.” (In response to a comment from a man ridiculing the poor spelling of what he mistakenly assumed to be an "assistant" managing Solberg's Facebook page). Erna Solberg became Prime Minister of Norway in October 2013. As a child she struggled in school and was diagnosed with dyslexia at
- [Anja Dembina](https://www.dyslexia.com/famous/anja-dembina/) - I never imagined I’d be able to work in PR because it involves so much writing - but there’s a lot more to it than that. Yes, good writing skills are crucial - but I manage! Equally, you also have to be able to sell ideas and stories, create good relationships with people and have
- [Amber Lee Dodd](https://www.dyslexia.com/famous/amber-lee-dodd/) - I really struggled to read because I was horrifically dyslexic. I was the last child to come off reading books, but when I finally managed to pick up the skills to be able to read, it became something really important. It was at the end of Year 5 when it suddenly all clicked and I
- [Octavia Spencer](https://www.dyslexia.com/famous/octavia-spencer/) - "I was a dyslexic child and am a dyslexic adult; that doesn't really mean that you're not intelligent - it just means that your brain functions differently." "I just remember thinking differently. I could solve puzzles quicker than the average child. I would start with the mazes at the end and go to the
- [Josh Almeida](https://www.dyslexia.com/famous/josh-almeida/) - Josh Almeida leads a company which designs creative environments for the hospitality industry, including LED video walls, audio, video, architectural lighting and even underwater speakers. He describes his experiences growing up dyslexic in this video: (Parental Warning: Video contains profanity) https://youtu.be/X6CSrkuZhAU
- [Annie Crummer](https://www.dyslexia.com/famous/annie-crummer/) - I can't read or write, I can't read music. Not many people know that about me. When I was a child it probably wasn't understood among the Polynesian community at that time what dyslexia was. I can sing every single note of a chord. That's my bit of magic, it's only dyslexia that
- [John B. Goodenough](https://www.dyslexia.com/famous/john-b-goodenough/) - John Goodenough, known for his work in improving the design of the lithium ion battery, was awarded the National Medal of Science in 2013, and the Nobel Prize in Chemistry in 2019. As a child, Goodenough struggled with undiagnosed dyslexia (back then, he says, “you were just a ‘backward student’”). "It was hard for me
- [Natasha Solomons](https://www.dyslexia.com/famous/natasha-solomons/) - I always knew I wanted to be a writer. I’m a story monster. But I’m dyslexic so learning to write was really hard for me. As is spelling the word dyslexic. It’s a really mean word to give to people who struggle with spelling.
- [Philip Schultz](https://www.dyslexia.com/famous/philip-schultz/) - [My tutor] worked with me to try to teach me how to read, without any success at all. And one day out of frustration asked me what I thought I was going to do in life if I couldn't read. And surprising both of us, I said I wanted to be a writer. And he
- [Elizabeth Daniels Squire](https://www.dyslexia.com/famous/elizabeth-daniels-squire/) - Due to a lifelong struggle with dyslexia, schoolwork - especially reading and writing - presented Elizabeth Daniels-Squire with great difficulties. Yet, gifted with resilience and a desire to succeed, Elizabeth found ways to cope and graduated from Vassar College. Elizabeth chose a career in journalism. As a reporter, she covered murder trials and as a nationally
- [Bernie Taylor](https://www.dyslexia.com/famous/bernie-taylor/) - Bernie Taylor is a contemporary author who writes about nature and the outdoors. He says: I found out that I am dyslexic recently, at 38 years of age. Oddly enough I am a writer and author. I have written for a more than a dozen magazines in as many countries. Unlike other writers it takes me
- [Victor Villaseñor](https://www.dyslexia.com/famous/victor-villasenor/) - Once the fog lifts, dyslexics are prone to genius. Because theirs is such a unique way of looking at reality. Books: Macho Burro Genius Rain of Gold
- [Nelson Lauver](https://www.dyslexia.com/famous/nelson-lauver/) - I have found the gifts that come with being dyslexic and it is such a pleasure to have them. Nelson Lauver is the host of the American Storyteller Radio Journal and author of the memoir Most Unlikely To Succeed. He is also a keynote speaker, humorist, syndicated broadcaster, strategist, entrepreneur, voice-over artist, co-founder of the Jane
- [Carol Greider](https://www.dyslexia.com/famous/carol-greider/) - As a scientist, one has to intuit many different things that are going on at the same time and apply those to a particular problem. Perhaps my ability to pull more information out of context and put together difficult ideas may have been affected by what I learned to do from dyslexia. Carol W. Greider, PhD is
- [Ky Michealson](https://www.dyslexia.com/famous/ky-michealson/) - I've built more rocket-powered vehicles than any other man on this earth. Ky Michaelson became interested in rocketry when he was given a chemistry set as a child. As a child, Michealson struggled in school. He dropped out in the ninth grade after years of instantly forgetting whatever he learned and being called "stupid"
- [Henry Franks](https://www.dyslexia.com/famous/henry-franks/) - Dyslexic Objects is a range of 5 household products I designed in response to my own dyslexic condition. The aim was to improve a selection of everyday objects through the addition of dyslexia, encouraging people to re-engage with seemingly inanimate objects. Each product possess a different characteristic of the condition. Muglexia: These three mugs illustrate
- [Scott Adams](https://www.dyslexia.com/famous/scott-adams/) - I assume my dyslexia super power allows me to detect truth in ways that regular mortals cannot
- [Hans Christian Andersen](https://www.dyslexia.com/famous/hans-christian-andersen/) - Hans Christian Andersen was a 19th century Danish writer. Although a prolific writer of plays, travel books, novels, he is best known his fairy tales, such as The Little Mermaid, The Ugly Duckling, The Steadfast Tin Soldier, and The Emperor's New Clothes. As a child, Andersen only went to school occasionally. He much preferred memorizing stories rather than learning to
- [Avi](https://www.dyslexia.com/famous/avi/) - Avi is the pen name adopted by by children's author Edward Irving Wortis. He has written more than 70 books geared to children and young adults. He won the Newbery Medal in 2003 for his book Crispin. Throughout elementary and high school, Avi was marked down for his poor spelling, sloppiness, and tendency to reverse letters on papers
- [Jeanne Betancourt](https://www.dyslexia.com/famous/jeanne-betancourt/) - People are often surprised to learn that I am dyslexic. They think that being dyslexic would prevent me from being a successful writer. I believe that being dyslexic has helped me as a writer. Since learning to read and write was difficult for me growing up, I paid more attention to the world around me.
- [Stephen Cannell](https://www.dyslexia.com/famous/stephen-cannell/) - I've wanted to be a novelist since I was 16 years old; it was my dream in high school to be a writer and novelist. In my high school yearbook under ambition it says "author." I always thought that being an author wasn't writing television scripts; it was writing books, but because of my learning
- [John Corrigan](https://www.dyslexia.com/famous/john-corrigan/) - In 1979, prior to many discoveries in the field of learning disabilities, I was broadly diagnosed as "learning disabled, presumed dyslexic" -- a theme that resonates through some of my works. John Corrigan is a teacher, coach, and novelist. He has written a series of five novels about a dyslexic golfer named Jack Austin. Corrigan also writes
- [Larry Chambers](https://www.dyslexia.com/famous/larry-chambers/) - Larry Chambers is a prolific writer who has written more than 1,000 magazine articles and 50 published book on a variety of topics. Many of his books are based on his experience as a decorated combat veteran; others offer practical advice on topics such as investment and financial planning. In a review posted on Amazon.com in
- [Agatha Christie](https://www.dyslexia.com/famous/agatha-christie/) - Writing and spelling were always terribly difficult for me. My letters were without originality. I was...an extraordinarily bad speller and have remained so. Dame Agatha Christie was a prolific mystery writer and playwright. She is best known for the 66 detective novels and 14 short story collections that she wrote featuring the investigative work characters such
- [William Butler Yeats](https://www.dyslexia.com/famous/william-butler-yeats/) - William Butler Yeats was an Irish poet and one of the foremost figures of 20th-century literature. His first works were published in the mid-1880s while he was a student at Dublin's Metropolitan School of Art. He eventually dropped out, but he continued to write. Yeats' early accomplishments included The Wanderings of Oisin and Other Poems (1889) and
- [John Edmund Delezen](https://www.dyslexia.com/famous/john-edmund-delezen/) - I have been dyslexic all my life...
- [Andrew Dornenburg](https://www.dyslexia.com/famous/andrew-dornenburg/) - I can come up with an impressive assortment of ways to spell the same word.... As a dyslexic, in fact, I specialize in misspelling words. It’s one of the things that convinced me years ago that I’d never achieve my dream of becoming a writer. Andre Dornenburg is an accomplished chef and writer of many cookbooks,
- [Jane Elson](https://www.dyslexia.com/famous/jane-elson/) - I was bullied at school. I was an undiagnosed dyslexic and dyspraxic, which made me an easy target. The kid who was clumsy and very uncoordinated – so easy to mock. I hated PE so much. So much bullying seemed to happen in those lessons. I remember the teacher doing this thing where the last
- [F. Scott Fitzgerald](https://www.dyslexia.com/famous/f-scott-fitzgerald/) - F. Scott Fitzgerald, author of The Great Gatsby, was notoriously bad at spelling. Although he was an avid reader and showed an early talent for writing, Fitzgerald was a poor student who struggled to achieve passing marks in both grade school and in college. He was kicked out of school at the age of twelve because he had difficulty
- [Gustave Flaubert](https://www.dyslexia.com/famous/gustave-flaubert/) - Having made a strenuous effort to understand the symbols he could make nothing of, [Gustave Flaubert] wept giant tears.... For a long time he could not understand the elementary connection that made of two letters one-syllable, of several syllables a word. - - Caroline Commanville (Flaubert's Niece) Books: Memoirs of a Madman (1838) Madame
- [Sally Gardner](https://www.dyslexia.com/famous/sally-gardner/) - Dyslexia is not a disability – it's a gift. It means that I, and many other dyslexic thinkers can portray the world through images because we think in images. I can build worlds, freeze the frame, walk around and touch. I can read people's faces, drawings, buildings, landscapes and all things in the visual world
- [Terry Goodkind](https://www.dyslexia.com/famous/terry-goodkind/) - I'm a born storyteller. My earliest memories are of telling myself stories. I lived with the characters from the stories in my head. When I was little I remember playing in the backyard, writing and directing plays for the other kids in the neighborhood. Just some simple kidnapping storylines or whatever. So I've always told
- [Byron Pitts](https://www.dyslexia.com/famous/byron-pitts/) - I started failing math. The school tested me to see why I was struggling and found out I couldn't read the directions. I was tested further and it was determined I was functionally illiterate. At the time, there weren't many resources at the school to help someone like me, so they just put me in
- [Patricia Polacco](https://www.dyslexia.com/famous/patricia-polacco/)
- [Eileen Simpson](https://www.dyslexia.com/famous/eileen-simpson/) - There was something wrong with my brain. What had previously been a shadowy suspicion that hovered on the edge of consciousness became certain knowledge the year I was nine and entered fourth grade. I seemed to be like other children, but I was not like them; I could not learn to read or spell.
- [John R. Skoyles](https://www.dyslexia.com/famous/john-r-skoyles/)
- [David Boies](https://www.dyslexia.com/famous/david-boies/) - Reading has nothing to do with intelligence. It's just one way of getting information. The important thing is how a person processes that information, the kind of person we are, the contributions we make, and the kind of utility we have for society. Attorney David Boies did not learn to read until the third grade, and
- [Erin Brockovich](https://www.dyslexia.com/famous/erin-brockovich/) - In high school I was labeled the girl least likely to succeed. I was a dyslexic. I remember so many events growing up -- in grade school, being giggled at by the other kids because a teacher would say in front of the class: 'What are you, stupid?' That comment can change your life. It
- [Jeffrey H. Gallet](https://www.dyslexia.com/famous/jeffrey-h-gallet/)
- [George Patton](https://www.dyslexia.com/famous/george-patton/)
- [Cher](https://www.dyslexia.com/famous/cher/) - I never read in school. I got really bad grades—D’s and F’s and C’s in some classes, and A’s and B’s in other classes. In the second week of the 11th grade, I just quit. When I was in school, it was really difficult. Almost everything I learned, I had to learn by listening. My
- [Brad Little](https://www.dyslexia.com/famous/brad-little/)
- [John Lennon](https://www.dyslexia.com/famous/john-lennon/)
- [Nigel Kennedy](https://www.dyslexia.com/famous/nigel-kennedy/)
- [Bob Weir](https://www.dyslexia.com/famous/bob-weir/)
- [Harvey Cushing](https://www.dyslexia.com/famous/harvey-cushing/)
- [Richard Engel](https://www.dyslexia.com/famous/richard-engel/) - I now think being dyslexic is a privilege. Because – who wants to think like everybody else? As a school child: My grades were poor and my behavior was erratic, mostly bad. I got into fights. I had little self-confidence. Nothing worked…. I would answer test questions and then the answers on the paper wouldn’t make any
- [Søren KraghJacobsen](https://www.dyslexia.com/famous/soren-kraghjacobsen/)
- [Steven Spielberg](https://www.dyslexia.com/famous/steven-spielberg/)
- [Ann Bancroft](https://www.dyslexia.com/famous/ann-bancroft/) - Physical activity was where I made friends and how I could break through my shell and be who I was. It was what kept me alive and where I excelled, for I wasn’t excelling in the classroom. Ann Bancroft is a polar explorer, athlete, and educator. She was the first woman in history to cross the ice to
- [Fred Epstein](https://www.dyslexia.com/famous/fred-epstein/)
- [King Carl XVI Gustaf](https://www.dyslexia.com/famous/king-carl-xvi-gustaf/)
- [Andrew Jackson](https://www.dyslexia.com/famous/andrew-jackson/) - It is a damn poor mind that can think of only one way to spell a word. Andrew Jackson was the seventh President of the United States. Jackson gained national fame through his role in the War of 1812, where he served as a major general he won a decisive victory over the main British
- [Dan Malloy](https://www.dyslexia.com/famous/dan-malloy/)
- [Gavin Newsom](https://www.dyslexia.com/famous/gavin-newsom/)
- [Nelson Rockefeller](https://www.dyslexia.com/famous/nelson-rockefeller/)
- [Paul Wellstone](https://www.dyslexia.com/famous/paul-wellstone/)
- [Woodrow Wilson](https://www.dyslexia.com/famous/woodrow-wilson/)
- [George Washington](https://www.dyslexia.com/famous/george-washington/)
- [Robert Benton](https://www.dyslexia.com/famous/robert-benton/) - I'm dyslexic, I couldn't spell or punctuate, and I'd flunked a creative writing course. But I'd always loved the movies. As a child growing up in Texas, Robert Benton suffered from severe dyslexia that prevented him from reading or writing very well. Only movies seemed to hold his attention, and, fortunately, his father took
- [Nicole Betancourt](https://www.dyslexia.com/famous/nicole-betancourt/) - I remember this recurring nightmare I had as a kid where these giant letters would fall on me and crush me. And to this day, I'm uncomfortable in libraries of anyplace where things are alphabetized in a certain order because I don't really see the order. I think being dyslexic also can be an asset
- [John Britten](https://www.dyslexia.com/famous/john-britten/) - John Kenton Britten was a New Zealand mechanical engineer who designed a world-record-setting motorcycle with innovative features and materials. A dyslexic, he needed to have exam questions read to him at school and during his tertiary education, and his answers recorded by a writer, but that didn't stop him from developing into a remarkable engineer and designer. The
- [Pierre Curie](https://www.dyslexia.com/famous/pierre-curie/)
- [Thomas Edison](https://www.dyslexia.com/famous/thomas-edison/)
- [James Lovelock](https://www.dyslexia.com/famous/james-lovelock/) - I’m dyslexic and hopeless at arithmetic, but nowadays I love maths as computers do all the hard arithmetic chores.
- [Paul MacCready ](https://www.dyslexia.com/famous/paul-maccready/)
- [Archer J.P. Martin](https://www.dyslexia.com/famous/archer-martin/) - Archer John Porter Martin was a biochemist who was awarded the Nobel Prize in Chemistry in 1952, for his work in developing partition chromatography, a technique for separating and identifying the various parts of complex chemical mixtures. The technique made it possible to isolate the individual amino acids and nucleic acids that are the basic building
- [Matthew H. Schneps](https://www.dyslexia.com/famous/matthew-h-schneps/)
- [Greg Louganis](https://www.dyslexia.com/famous/greg-louganis/)
- [Bob May](https://www.dyslexia.com/famous/bob-may/)
- [Diamond Dallas Page](https://www.dyslexia.com/famous/diamond-dallas-page/) - Pro Wrestler and Creator of DDP Yoga: "At the age of 30 I was reading at about a third grade level. At 31, I made a decision I was going to learn how to read proficiently."
- [Steve Redgrave](https://www.dyslexia.com/famous/steve-redgrave/)
- [Nolan Ryan](https://www.dyslexia.com/famous/nolan-ryan/)
- [Rex Ryan](https://www.dyslexia.com/famous/rex-ryan/)
- [Jackie Stewart](https://www.dyslexia.com/famous/jackie-stewart/)
- [Albert Einstein](https://www.dyslexia.com/famous/albert-einstein/) - Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world. Albert Einstein was a German-born theoretical physicist. He developed the general theory of relativity, one of the two pillars of modern physics (alongside quantum mechanics). Einstein's work is also known for its influence on the philosophy of science. Einstein is best known
- [Michael Faraday](https://www.dyslexia.com/famous/michael-faraday/)
- [Jack Horner](https://www.dyslexia.com/famous/jack-horner/) - https://www.youtube.com/watch?v=SZcTW8EtzjU
- [Peter Lovatt](https://www.dyslexia.com/famous/peter-lovatt/)
- [Richard Branson](https://www.dyslexia.com/famous/richard-branson/) - I was seen as the dumbest person in school. Nobody had ever heard of dyslexia. I just looked at the blackboard, it was just a jumble. I had no idea what was going on, and therefore the idea that I could be successful didn't dawn on me. View video from CNN Personally, I actually think
- [John T Chambers](https://www.dyslexia.com/famous/john-t-chambers/)
- [Henry Ford](https://www.dyslexia.com/famous/henry-ford/)
- [Ingvar Kamprad](https://www.dyslexia.com/famous/ingvar-kamprad/)
- [Sir Peter Leitch](https://www.dyslexia.com/famous/sir-peter-leitch/)
- [Craig McCaw](https://www.dyslexia.com/famous/craig-mccaw/) - Growing up, I had trouble fitting in. As a dyslexic, I don't think like other people, so I didn't fit very well in a clique. Dyslexia forced me to be quite conceptual, because I'm not very good at details. And because I'm not good at details, I tend to be rather spatial in my thinking
- [O.D. McKee](https://www.dyslexia.com/famous/o-d-mckee/)
- [David Neeleman](https://www.dyslexia.com/famous/david-neeleman/) - I struggled a lot in school. I really had a hard time with standardized tests, staying focused and absorbing information from a written page into my brain. It was tough. I thought I was stupid, that I didn’t have what the other kids had. In third grade, sitting inside at recess, not being able to
- [Paul J. Orfalea](https://www.dyslexia.com/famous/paul-j-orfalea/)
- [Charles Schwab](https://www.dyslexia.com/famous/charles-schwab/) - I went through life until 40 before I knew about dyslexia. I didn't get interested in the subject until my youngest son was diagnosed. When I look at the words "the cat crossed the street," I have to sound it out to get meaning. Most people get meaning in an automated way. I majored
- [Ted Turner](https://www.dyslexia.com/famous/ted-turner/)
- [Robert Woodruff](https://www.dyslexia.com/famous/robert-woodruff/)
- [Leonardo da Vinci](https://www.dyslexia.com/famous/leonardo-da-vinci/) - Leonardo da Vinci was an inventor, painter, and sculptor whose broad interests also included architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Art historian Helen Gardner wrote that the scope and depth of his interests were without precedent in recorded history, and "his mind and personality seem to us superhuman". One remarkable
- [Ansel Adams](https://www.dyslexia.com/famous/ansel-adams/) - When words become unclear, I shall focus with photographs. Ansel Adams was a California-born nature-lover and photographer, who became famous for his iconic photography of Yosemite National Park and other parts of the American west. Biographer William Tumage wrote: There is also the distinct possibility that he may have suffered from dyslexia. He was not successful
- [David Bailey](https://www.dyslexia.com/famous/david-bailey/)
- [Chuck Close](https://www.dyslexia.com/famous/chuck-close/)
- [Ignacio Gomez](https://www.dyslexia.com/famous/ignacio-gomez/)
- [Tommy Hilfiger](https://www.dyslexia.com/famous/tommy-hilfiger/)
- [Ian Marley](https://www.dyslexia.com/famous/ian-marley/)
- [Pablo Picasso](https://www.dyslexia.com/famous/pablo-picasso/)
- [Robert Rauschenberg](https://www.dyslexia.com/famous/robert-rauschenberg/)
- [Bennett Strahan](https://www.dyslexia.com/famous/bennett-strahan/) - Three-dimensional thinking was what was created by the dyslexia problem. I could design these things in my head. Bennett B. Strahan is an accomplished visual artist and architect. His dyslexia was so severe as a child that he really did see print backwards. He was considered borderline retarded, and he held books up to mirrors to
- [William Hewlett](https://www.dyslexia.com/famous/william-hewlett/)
- [Jim Carrey](https://www.dyslexia.com/famous/jim-carrey/)
- [Danny Glover](https://www.dyslexia.com/famous/danny-glover/)
- [Auguste Rodin](https://www.dyslexia.com/famous/auguste-rodin/) - François Auguste René Rodin was a French sculptor known for his sculptures such as The Thinker and The Kiss. As a child he experienced severe difficulties in school. He was extremely nearsighted as well as exhibiting traits of dyslexia. His father once said, 'I have an idiot for a son,' and an uncle claimed that he was ineducable. At age 14
- [Robert Toth](https://www.dyslexia.com/famous/robert-toth/)
- [Jørn Utzon](https://www.dyslexia.com/famous/jorn-utzon/)
- [Andy Warhol](https://www.dyslexia.com/famous/andy-warhol/) - Andy Warhol was an American artist who was a leading figure in the visual art movement known as pop art. His works explore the relationship between artistic expression, celebrity culture, and advertisement that flourished by the 1960s. Warhol's art used many types of media, including hand drawing, painting, printmaking, photography, silk screening, sculpture, film, and music. He
- [Willard Wigan](https://www.dyslexia.com/famous/willard-wigan/)
- [Mohammad Ali](https://www.dyslexia.com/famous/mohammad-ali/) - Muhammad Ali achieved fame as a professional boxer, and is generally considered among the greatest heavyweights in the history of the sport.
- [Meryl Davis](https://www.dyslexia.com/famous/meryl-davis/)
- [Duncan Goodhew](https://www.dyslexia.com/famous/duncan-goodhew/) - Dyslexia made me feel as if I was drowning in the classroom. Competitive swimming was my lifeline. Duncan Goodhew is a British swimmer and sport advocate who medalled at the 1980 Moscow Olympics. When I was 10 years old I'd lost my hair after a childhood accident. Often dyslexia had made me feel that I
- [Caitlin Jenner](https://www.dyslexia.com/famous/caitlin-jenner/) - If I wasn't dyslexic, I probably wouldn't have won the Games. If I had been a better reader, then that would have come easily, sports would have come easily, and I never would have realized that the way you get ahead in life is hard work.
- [Magic Johnson](https://www.dyslexia.com/famous/magic-johnson/)
- [Harry Anderson](https://www.dyslexia.com/famous/harry-anderson/)
- [Jennifer Aniston](https://www.dyslexia.com/famous/jennifer-aniston/)
- [Orlando Bloom](https://www.dyslexia.com/famous/orlando-bloom/)
- [Harry Belafonte](https://www.dyslexia.com/famous/harry-belafonte/) - I grew up in a school system . . . where nobody understood the meaning of learning disorder. In the West Indies, I was constantly being physically abused because the whipping of students was permitted.
- [Charley Boorman](https://www.dyslexia.com/famous/charley-boorman/) - At the time when I was going to school in Ireland people didn't really have a clue about what it was, so I had to spend a lot of my time trying to explain to teachers what dyslexia meant. Often dyslexic kids will excel in being a little bit mischievous or tying to find attention
- [Whoopi Goldberg](https://www.dyslexia.com/famous/whoopi-goldberg/) - The advantage of dyslexia is that my brain puts information in my head in a different way. Whoopi Goldberg has won an Emmy, Grammy, Tony, and Oscar Award for her work as an actress, singer-songwriter, and comedienne. When I was a kid they didn't call it dyslexia. They called it you know, you were slow, or you were
- [Susan Hampshire](https://www.dyslexia.com/famous/susan-hampshire/)
- [Jay Leno](https://www.dyslexia.com/famous/jay-leno/)
- [Tom Smothers](https://www.dyslexia.com/famous/tom-smothers/)
- [Vince Vaughn](https://www.dyslexia.com/famous/vince-vaughn/)
- [Henry Winkler](https://www.dyslexia.com/famous/henry-winkler/) - https://youtu.be/faZidlJuW14
- [Loretta Young](https://www.dyslexia.com/famous/loretta-young/)
- [Christopher Lowell](https://www.dyslexia.com/famous/christopher-lowell/)
- [Aakash Odedra](https://www.dyslexia.com/famous/aakash-odedra/) - Diagnosed with dyslexia at a young age, Aakash Odedra found conventional education at school very challenging. He felt defined by his learning difficulties, rather than his abilities. As written language was so alien, dance became his preferred mode of expression. In 2011, he formed the Aakash Odedra Dance Company as a platform to choreograph his
- [Keanu Reeves](https://www.dyslexia.com/famous/keanu-reeves/)
- [Kiera Knightley](https://www.dyslexia.com/famous/kiera-knightley/) - https://www.youtube.com/watch?v=OLb6ehPPc4E
- [Oliver Reed](https://www.dyslexia.com/famous/oliver-reed/)
- [Billy Bob Thornton](https://www.dyslexia.com/famous/billy-bob-thornton/) - I'm a dyslexic. When I was growing up, they just thought I was slow. Teachers thought I was lazy. I never wanted to be anything that school taught me.… I was only in drama because there were girls in there.
- [Fannie Flagg](https://www.dyslexia.com/famous/fannie-flagg/)

## Newsmedia

- [How dyslexia impacts the learning process](https://www.dyslexia.com/newsmedia/how-dyslexia-impacts-the-learning-process/) - Overview of the impact of dyslexia on learning, featuring an interview with Davis Facilitator Cinda Osterman.
- [Early detection of learning problems, key to tackling them](https://www.dyslexia.com/newsmedia/early-detection-of-learning-problems-key-to-tackling-them/) - Excerpt: For years, India’s ASER Report published by Pratham and several surveys of the government have reiterated that sometimes kids studying in Class 5 cannot read and write from a Class 2 textbook. The problem is not as much with access to education as it is with learning difficulties among school kids. Simple interventions in
- [Canterbury New Zealand School  Implements Davis Learning Strategies](https://www.dyslexia.com/newsmedia/canterbury-school-davis-learning/) - The school at Waihao believes it's on the right track with the Davis Learning Strategies system adopted from the US. Source: Seven Sharp
- [El Método Davis](https://www.dyslexia.com/newsmedia/el-metodo-davis/) - Spanish Language article, describing the implementation of Davis methods at a primary school in Spain.
- [Handicap : la méthode Davis](https://www.dyslexia.com/newsmedia/handicap-methode-davis/) - Focus sur les « troubles dys », ou troubles cognitifs spécifiques. Plus communément, ces troubles sont appelés : dyslexie, dysphasie ou encore dyspraxie. Ils apparaissent lors du développement de l’enfant et ont des conséquences sur la scolarité et la vie quotidienne. Pourtant, si ces enfants sont pris en charge, ces troubles peuvent être corrigés. Notamment grâce à la
- [Davis Methods in Spain](https://www.dyslexia.com/newsmedia/davis-methods-spain/) - Spanish Language article, profiling Davis Facilitator Dolores Gage
- [Dyslexia Talk - Being Learning Able](https://www.dyslexia.com/newsmedia/dyslexia-talk-2021/) - Sue Blyth Hall, has a message for everyone connected with so-called learning disabilities. ‘Everyone is learning able IF they are enabled to learn in the way they were born to learn.’ Her message is so different and needs to be heard because not only does it lay the disability at the door of the education
- [Costello Interview with Ron Davis](https://www.dyslexia.com/newsmedia/costello-interview-davis/) - Finally, A Treatment Plan For Dyslexics That’s Not Just A Band-Aid For Their Symptoms The average person reads by “thinking in sounds” at a pace of about 2-8 words per second. The average dyslexic doesn’t think in sounds. They think by picturing images – at a rate of 32 images per second! Because they think
- [Removing Obstacles to Learning](https://www.dyslexia.com/newsmedia/removing-obstacles-learning/) - When Christina’s younger daughter, Edena (then 6), was diagnosed with dyslexia in 2009, she was determined to look for an intervention programme that could help her catch up with her reading age within the shortest time possible. She and her husband also decided to defer Edena’s Primary 1, as they saw how low her confidence
- [Davis Facilitator is New Principal in New Zealand School](https://www.dyslexia.com/newsmedia/facilitator-principal-zealand/) - A new principal with a passion for rural teaching has been appointed at Waitaki Valley School, in Kurow. Jane Severinsen has worked in education for 25 years, nearly 20 of which were spent as head teacher. She is a registered Davis dyslexia facilitator and a Davis learning strategies school mentor and trainer, and for the
- [Wisconsin Facilitator works to promote dyslexia screening](https://www.dyslexia.com/newsmedia/wisconsin-advocates/) - Advocates in Wisconsin are pushing for dyslexia awareness in schools. The Gem Learning Center in Wausau specializes in helping people with dyslexia learn in a way that works for them. Owner Anne Mataczynski said Wisconsin is lacking any laws dealing with dyslexia. “They don't even use, screen or test for dyslexia in the state of
- [Ron Davis, part 2](https://www.dyslexia.com/newsmedia/ron-davis-part-2/)
- [Ron Davis, part 1](https://www.dyslexia.com/newsmedia/ron-davis-part-1/)
- [TOMz - South Africa](https://www.dyslexia.com/newsmedia/tomz-south-africa/) - https://youtu.be/KS0b4mgpV-M?t=6m50s An interview with Axel Gudmundsson, director of DDA-Africa. Includes an overview of Davis methods and the gifts and talents tied to dyslexia.
- [Swords and Stationery Interview](https://www.dyslexia.com/newsmedia/swords-stationery-interview/) - As an educational therapist, I’ve worked closely with many parents of special needs children. I’ve seen the struggles that they can face, where oftentimes confusion and despair come from not having a firm, solid shoulder to lean on. Recently, I came across a parent-support group (Dyslexia Support Group Singapore) for people with dyslexic children. The
- [Morning Express: Is your Child Dyslexic](https://www.dyslexia.com/newsmedia/morning-express-dyslexic/) - https://www.youtube.com/watch?v=K2yj7qEvXys&feature=share
- [My battle with dyslexia](https://www.dyslexia.com/newsmedia/my-battle-with-dyslexia/) - My name is Kendi Kamanja Oketch. By the time I was in Standard Four, I was already struggling with reading and comprehension. I always came last whenever we sat an exam. This year, I decided to seek help and my first stop was online, where I started looking for information about my condition. I knew that there
- [Skąd się bierze nadpobudliwość](https://www.dyslexia.com/newsmedia/skd-si-bierze-nadpobudliwo/)
- [Interview with a French Facilitator](https://www.dyslexia.com/newsmedia/interview-french-facilitator/) - Santé. Pour aider les enfants et les adultes « dys », de nombreux outils et méthodes existent. Parmi ces dernières, la méthode Davis. Ginette Donnet, Havraise et seule praticienne Davis en Normandie, la présente. Dys : trois lettres qui cachent de nombreux troubles, tels que dyslexie, dysphasie, dyscalculie ou dysorthographie, etc. Ces difficultés touchent 6
- [Dyslexia Awareness South Africa](https://www.dyslexia.com/newsmedia/dyslexia-awareness-africa/) - We’re celebrating Dyslexia Awareness Month and the successful union between the school and me, the Davis Dyslexia facilitator. We’ve had such successful relationship, it deserves to be celebrated,” said Cristiane, who is also a teacher at the school. She added that the children celebrated their dyslexia and created awareness. “Dyslexia is not a disability, it’s
- [Dyslexia is Awesome](https://www.dyslexia.com/newsmedia/dyslexia-is-awesome/) - Podcast interview with Davis Facilitator Christine Thesiger of Auckland, New Zealand
- [Intervju, Kristina Ana Mudrinić](https://www.dyslexia.com/newsmedia/intervju-kristina-mudrinic/) - Kristina Ana Mudrinić i sama je dugi niz godina trpila posljedice neprepoznate disleksije i disgrafije. Nakon završenog Filozofskog fakulteta u Zagrebu, Odsjek za informacijske i komunikacijske znanosti, prošla je edukaciju za facilitatora u Davis Dislexya Association International u Veneciji. Trenutno je jedina licencirana Davis facilitatorica u Hrvatskoj.
- [WGVU Morning Show - Dyslexia Correction Foundation](https://www.dyslexia.com/newsmedia/morning-chapter-learning/) - Radio interview with Davis Facilitator Sandra McPhall of New Chapter Learning in Grandville, Michigan (15 minutes)
- [An open book on dyslexia](https://www.dyslexia.com/newsmedia/open-book-dyslexia/) - Dios Los Ninos schoolchildren ended their week-long reading and dyslexia awareness campaign by dressing up as their favourite fictional character. Licensed facilitator, René Christiane, who practices the Davis dyslexia method and has worked with some of the school’s pupils said, “If parents suspect that their children are dyslexic, they can take a free test on
- [Davis Dyslexia Supporter to Join State Task Force](https://www.dyslexia.com/newsmedia/dyslexia-supporter-state/) - Terry Osborne of Neosho, a legal nurse consultant, will be joining a 20 member task force responsible for recommending a statewide system for identification, intervention, and delivery of support systems for students with dyslexia. The group will be comprised of four legislative members, the commissioner of education, 10 members appointed by the president pro tem
- [Brothers demonstrate the Davis program](https://www.dyslexia.com/newsmedia/brothers-demonstrate-the-davis-program/) - Donna Elliot is raising three sons with unique learning needs. Over the last few years, her family has spent tens of thousands of dollars on extra learning support for John, 15, and Matthew, 7, who have dyslexia, and David, 13, who has dyspraxia. The Davis Dyslexia Programme helped brothers John, 15, and Matthew Elliot, 7, learn to process words
- [Die Gawe van Disleksie](https://www.dyslexia.com/newsmedia/die-gawe-van-disleksie/) - “Disleksie is nie 'n siekte nie en ook nie die resultaat van 'n breinbesering of defek nie. Disleksie is die simptoom van 'n wonderlike gawe." So sê Karlien Nederveen, 'n arbeidsterapeut van Pretoria. Karlien werk reeds vir 'n geruime tyd in die arbeidsterapie-veld in Suid-Afrika en in die Verenigde Koninkryk. Terug in Suid-Afrika het sy
- [Separating fact from fiction](https://www.dyslexia.com/newsmedia/separating-fact-from-fiction/) - Anne Mataczynski with GEM Learning Center dispelled some common myths about Dyslexia. MYTH #1: Dyslexia is only about turning around letters or numbers. FACT #1: Turning letters is one characteristic of dyslexia, but there are many more characteristics. Each individual will have their own set of characteristics, which may or may not contain turning letters
- [Marla Verdone and Dyslexia](https://www.dyslexia.com/newsmedia/marla-verdone-and-dyslexia/)
- [Interview with Ron Davis](https://www.dyslexia.com/newsmedia/interview-with-ron-davis/)
- [The family way](https://www.dyslexia.com/newsmedia/the-family-way/) - Richard Whitehead, director of the Davis Learning Foundation in the UK, explains: "In diversion from the traditional medical model of seeing dyslexia as a structural or neurological disability, we see it as a different way of thinking." "What we very much see in dyslexics are people who learn with and through their imagination." Instead of
- [A way with words](https://www.dyslexia.com/newsmedia/a-way-with-words/) - The term dyslexia simply means difficulty with words, and the most obvious problems are with reading, spelling and writing. But one method of dealing with dyslexia takes a different approach by looking at the condition not as a learning difficulty, but as a gift. The method, devised by dyslexic Ron Davis, claims to have a
- [Far from a curse](https://www.dyslexia.com/newsmedia/far-from-a-curse/) - Sue Hall doesn’t consider herself an educator. She says she’s a mom – and a stubborn one at that. She isn’t particularly keen on Band-aid style solutions so when her son George started having trouble early on in his school career, she kept digging. Teachers said he was having trouble with his reading and his
- [Davis Dyslexia Program info](https://www.dyslexia.com/newsmedia/davis-dyslexia-program-info/) - Paddy Carson, the only Davis Dyslexia facilitator in Edmonton, will speak about dyslexia and how to correct it. "I've done it as a parent of a child whose done the program, as an adult dyslexic who's doing the correction program and now as a facilitator, so I've sat in all three places," says Carson. Carson
- [What I do](https://www.dyslexia.com/newsmedia/what-i-do/) - I work from home – my clients come to me. I get up at seven o’clock and have breakfast, then make sure my house is perfectly tidy, because it’s part of the working environment. Before I start I do the Sudoku in the paper. It just sort of settles my head before my client arrives
- [La Méthode Davis](https://www.dyslexia.com/newsmedia/la-methode-davis/)
- [Dyslexia program fills in the blanks](https://www.dyslexia.com/newsmedia/dyslexia-program-fills-blanks/) - A SUTHERLAND woman whose son has dyslexia was spurred by his plight to adopt a program developed in California. Already with her own formal teaching qualifications behind her, the challenge of her son’s difficulties led Mary Davie to learn about the Davis dyslexia correction program. So impressed by the method’s success — her son at
- [Angela Gonzales, MD](https://www.dyslexia.com/newsmedia/angela-gonzales-md/) - Dr. Angela L. Gonzales (Dr. Angie) is a Pediatrician, Licensed Davis Facilitator, transformational speaker, and mother of three. Currently, Dr. Angie owns and runs Renaissance Mind in Norco, CA. Renaissance Mind is a Learning Facility where Dr. Angie uses both her Davis Facilitator License and medical expertise. T
- [Helping Kids with Learning Difficulties](https://www.dyslexia.com/newsmedia/helping-kids-with-learning-difficulties/) - Smrati Mehta, in Mumbai, India works to help children experiencing difficulty learning in the traditional school system. She has some important advice that all parents can use. How do you help kids with learning difficulties? When I take a program with a child, almost 40% of my effort goes towards coaching the parents not to
- [Progress on Dyslexia](https://www.dyslexia.com/newsmedia/progress-on-dyslexia/) - Michelle Siegman runs Creative Learning Solutions from the home that her husband built in the woods in Mason. Her instruction follows the Davis Dyslexia Correction program. "It's a two-part program, and the first part is an intensive week that involves learning techniques to focus your attention and to control your imagination," she said.
- [The gift of dyslexia](https://www.dyslexia.com/newsmedia/the-gift-of-dyslexia/) - It's not hard to see that Daniel S, who adores his pet gecko, Gex, came into this world to make a difference. Here is a smart, chatty boy with a mission to rescue an endangered creature. Maybe it's because for a time, he too, was on an endangered list.
- [Battle with dyslexia](https://www.dyslexia.com/newsmedia/battle-with-dyslexia/)
- [Dyslexia - socially misunderstood](https://www.dyslexia.com/newsmedia/dyslexia-socially-misunderstood/)
- [How I helped my son](https://www.dyslexia.com/newsmedia/how-i-helped-my-son/)
- [Dyslexia - A Different Perspective](https://www.dyslexia.com/newsmedia/dyslexia-a-different-perspective/)
- [A different world view](https://www.dyslexia.com/newsmedia/a-different-world-view/)
- [Picture This](https://www.dyslexia.com/newsmedia/picture-this/)
- [Making pictures to fit the words](https://www.dyslexia.com/newsmedia/making-pictures-to-fit-the-words/)
- [Gift grows from humiliating experiences](https://www.dyslexia.com/newsmedia/gift-grows-from-humiliating-experiences/)
- [Picture this - Better managing dyslexia](https://www.dyslexia.com/newsmedia/picture-this-better-managing-dyslexia/)
- [Focus: The gift](https://www.dyslexia.com/newsmedia/focus-the-gift/)
- [The Gift of Davis](https://www.dyslexia.com/newsmedia/the-gift-of-davis/)
- [Picture of success](https://www.dyslexia.com/newsmedia/picture-of-success/)
- [Living with dyslexia](https://www.dyslexia.com/newsmedia/living-with-dyslexia/)
- [Man who overcame dyslexia](https://www.dyslexia.com/newsmedia/man-who-overcame-dyslexia/)
- [School no longer nightmare](https://www.dyslexia.com/newsmedia/school-no-longer-nightmare/)
- [How one man turned disability into success](https://www.dyslexia.com/newsmedia/how-one-man-turned-disability-into-success/)
- [Author used art to overcome dyslexia](https://www.dyslexia.com/newsmedia/author-used-art-to-overcome-dyslexia/)
- [Picture dealing with dyslexia](https://www.dyslexia.com/newsmedia/picture-dealing-with-dyslexia/)
- [Davis dyslexia comes to Balclutha](https://www.dyslexia.com/newsmedia/davis-dyslexia-comes-to-balclutha/) - Pennycook uses the Davis Dyslexia Correction Programme - founded by American dyslexia sufferer Ron Davis in 1982 - to improve reading and other outcomes for her clients. Quoting Davis, dyslexia was "not a disability, but a gift that disables you," she said.

## Questions

- [Reading Improvement with Davis program](https://www.dyslexia.com/question/reading-improvement/)
- [Key aspects of Davis program](https://www.dyslexia.com/question/key-aspects-of-davis/)
- [How the Davis program works](https://www.dyslexia.com/question/how-the-program-works/)
- [Davis Program cost](https://www.dyslexia.com/question/program-cost/) - New FAQ: How much does the Davis Dyslexia Correction program cost?
- [Davis tools for dyseidetic, orthographic, or surface dyslexia](https://www.dyslexia.com/question/dyseidetic-surface-dyslexia/)
- [Auditory Processing Disorder (APD / CAPD)](https://www.dyslexia.com/question/auditory-processing-disorder/)
- [Dyspraxia](https://www.dyslexia.com/question/dyspraxia/)
- [Writing Difficulties](https://www.dyslexia.com/question/writing-difficulties/)
- [Ritalin and ADHD](https://www.dyslexia.com/question/ritalin-and-adhd/)
- [Dyslexia is not a disease](https://www.dyslexia.com/question/dyslexia-is-not-a-disease/)
- [Doing the Davis program at home](https://www.dyslexia.com/question/home-program/)
- [Davis program for ADHD](https://www.dyslexia.com/question/davis-program-for-adhd/)
- [High IQ and dyslexia](https://www.dyslexia.com/question/high-iq-and-dyslexia/)
- [Gift or Disability](https://www.dyslexia.com/question/disability/)
- [Teaching math](https://www.dyslexia.com/question/teaching-math/)
- [Dyslexia and medication](https://www.dyslexia.com/question/dyslexia-and-medication/)
- [Vision Therapy](https://www.dyslexia.com/question/vision-therapy/)
- [Dyslexia and Autism](https://www.dyslexia.com/question/dyslexia-and-autism/)
- [What dyslexics see](https://www.dyslexia.com/question/what-dyslexics-see/)
- [Evaluation of 5-Year Old Child](https://www.dyslexia.com/question/5-year-old/)
- [Dyslexia Types: Dysphonetic or Dyseidetic](https://www.dyslexia.com/question/dysphonetic-and-dyseidetic/)
- [Word Blindness](https://www.dyslexia.com/question/word-blindness/)
- [Inheritance of dyslexia](https://www.dyslexia.com/question/inheritance-of-dyslexia/)
- [Dyslexia label](https://www.dyslexia.com/question/dyslexia-label/)
- [Teacher Training](https://www.dyslexia.com/question/teacher-training/)
- [Repeating a Grade](https://www.dyslexia.com/question/repeating-a-grade/)
- [Dyslexia without reading problems](https://www.dyslexia.com/question/dyslexia-without-reading-problems/)
- [Can dyslexia be outgrown](https://www.dyslexia.com/question/can-dyslexia-be-outgrown/)
- [Accommodations for Dyslexic Students](https://www.dyslexia.com/question/accommodations-for-dyslexic-students/)
- [Dyslexia and math](https://www.dyslexia.com/question/dyslexia-and-math/)
- [Who can diagnose](https://www.dyslexia.com/question/who-can-diagnose/) - What kind of professional is qualified to diagnose dyslexia?
- [Dyslexia Screening](https://www.dyslexia.com/question/dyslexia-screening/)
- [When is diagnosis necessary](https://www.dyslexia.com/question/when-is-diagnosis-necessary/)
- [Testing for adults](https://www.dyslexia.com/question/testing-for-adults/)
- [Davis program for adults](https://www.dyslexia.com/question/davis-program-for-adults/)
- [School Testing for Dyslexia](https://www.dyslexia.com/question/school-testing/) - Are public schools required to test children for dyslexia? An overview of US law and helpful resource links.
- [Davis method effectiveness](https://www.dyslexia.com/question/davis-method-effectiveness/) - Q&A: How Davis compares to other approaches
- [Phonemic Awareness](https://www.dyslexia.com/question/phonemic-awareness/) - Q&A: Perception and recognition of sounds of language
- [Acquired Dyslexia](https://www.dyslexia.com/question/acquired-dyslexia/) - Can dyslexia be caused by an illness or a brain injury?

## References

- [Scholter-2024](https://www.dyslexia.com/reference/scholter-2024/) - Abstract This qualitative research study with a phenomenological approach explores the efficacy of creative processes, like clay work, drawing, painting, building models or other 3-D activities in supporting the acquisition of the alphabet, reading, writing and basic arithmetic. I explore the research on different ways of conceptualization and the effect of such differences on learning.
- [Williams-Suggate-2024](https://www.dyslexia.com/reference/williams-suggate-2024/) - Abstract Mental imagery differs markedly between people, with research tentatively identifying three categories, namely aphantasia, mid-range imagery, and hyperphantasia. Further, aphantasia poses interesting questions as to how people with low imagery experience reading. Accordingly, we used Latent Profile Analysis (LPA) on a sample of adults (n = 287) to see what distinct imagery profiles exist empirically. Second,
- [Snowling-Hulme-2024](https://www.dyslexia.com/reference/snowling-hulme-2024/) - Abstract We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in
- [Schumont-2024](https://www.dyslexia.com/reference/schumont-2024/)
- [Kirby-Holden-2024](https://www.dyslexia.com/reference/kirby-holden-2024/) - Explores consensus in professional practice; why, when and what to assess. • Discusses the current assessment context for children with difficulties learning to read, spell and write. • Supports the ongoing use of the label dyslexia for persistent impairments in reading fluency and allied difficulties, such as spelling. • Suggests an assessment framework for the
- [Carroll-Holden-2024](https://www.dyslexia.com/reference/carroll-holden-2024/) - Abstract Background: Dyslexia is one of the most common neurodevelopmental disorders. There have been many definitions over the past century and debate continues as to how dyslexia should be defined. This debate contributes to confusion and misinformation. We move beyond the debate by establishing areas of consensus among a wide range of experts. Methods: We
- [Elliott-Grigorenko-2024](https://www.dyslexia.com/reference/elliott-grigorenko-2024/) - Abstract In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of
- [Palser-Veziris-2024](https://www.dyslexia.com/reference/palser-veziris-2024/) - Abstract People with dyslexia, a neurodevelopmental disorder of reading, are highly attuned to the emotional world. Compared with their typically developing peers, children with dyslexia exhibit greater autonomic nervous system reactivity and facial behaviour to emotion- and empathy-inducing film clips. Affective symptoms, such as anxiety, are also more common in children with dyslexia than in
- [Araujo-Simons-2024](https://www.dyslexia.com/reference/araujo-simons-2024/) - Abstract BCIs offer science-based interfaces for human enhancement, enabling people to improve cognitive skills that may be difficult for them to learn. Here, we design a non-invasive EEG-BCI relying on auditory inputs and visual feedback to optimise brain patterns related to phonology (speech-sound) and reading deficits in children with dyslexia. Drawing from a decade of
- [Cavalli-Chanoine-2024](https://www.dyslexia.com/reference/cavalli-chanoine-2024/) - Abstract It has been argued that university students with dyslexia compensate for their reading deficits by a neural re-organization of the typical reading network, where the lexical representations of words are (re-)structured according to semantic rather than orthographic information. To investigate the re-organization of neural word representations more directly, we used multivariate representational similarity analyses
- [Catts-Terry-2024](https://www.dyslexia.com/reference/catts-terry-2024/) - Abstract The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging
- [Wof-Gotlieb-2024](https://www.dyslexia.com/reference/wof-gotlieb-2024/) - Abstract Here we build from the central strength of the existing definition of dyslexia—its emphasis on neurobiological origins—and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing
- [Fishstrom-Capin-2024](https://www.dyslexia.com/reference/fishstrom-capin-2024/) - Abstract This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three anxiety measures were significantly
- [Barnes-Grills-2023](https://www.dyslexia.com/reference/barnes-grills-2023/) - Abstract Many studies link anxiety in children with reading difficulties, but some facets of anxiety have been found to be positively associated with reading achievement. Attentional Control Theory offers a potential explanation for these seemingly contradictory findings, positing that anxiety can both interfere in attentional processes and enhance effort and use of compensatory processing strategies.
- [Brossette-Lefevre-2024](https://www.dyslexia.com/reference/brossette-lefevre-2024/) - Description We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing and skilled readers of French. A lexical decision experiment was conducted where the critical stimuli were four types of nonword all derived from the same base-word, such as the French word visage (face) in the following examples: 1) pseudo-homophones (PsH; e.g.,
- [Beamish-2020](https://www.dyslexia.com/reference/beamish-2020/)
- [Tufker-Kuhnke- 2023](https://www.dyslexia.com/reference/tufker-kuhnke-2023/) - Abstract Dyslexia, a frequent learning disorder, is characterized by severe impairments in reading and writing and hypoactivation in reading regions in the left hemisphere. Despite decades of research, it remains unclear to date if observed behavioural deficits are caused by aberrant network interactions during reading and whether differences in functional activation and connectivity are directly
- [Steacy-Fuchs-2020](https://www.dyslexia.com/reference/steacy-fuchs-2020/) - Abstract The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which high-frequency
- [Gavard-Chanoine-2023](https://www.dyslexia.com/reference/gavard-chanoine-2023/) - Abstract The predictive brain has become a key concept in language research and a dominant theoretical framework for understanding how the brain works. Psycholinguistic and neuroimaging research highlights the importance of anticipatory mechanisms in language comprehension, language production, and reading. In addition, a growing number of studies have used statistical learning (SL) paradigms to investigate
- [Stanley-Heo-2023](https://www.dyslexia.com/reference/stanley-heo-2023/) - Mindset involves an array of beliefs related to the malleability of certain attributes, including intelligence. One’s growth mindset comprises a variety of cognitive and motivational factors (e.g., learning goals, effort beliefs) and the perception that skill attainment and outcome in any domain are tethered to personal effort. A fixed mindset encompasses goals, beliefs, and perceptions that skill level is
- [Basma-Savage-2024](https://www.dyslexia.com/reference/basma-savage-2024/) - Abstract This systematic review and meta-analysis aimed to assess whether (i) significant differences exist in the N400 response to lexico-semantic tasks between typically developing (TD) readers and readers with dyslexia, and (ii) whether these differences are moderated by the modality of task presentation (visual vs. auditory), the type of task, age, or opaque orthography (shallow and transparent alphabets
- [Moore-Lai-2023](https://www.dyslexia.com/reference/moore-lai-2023/) - Abstract There is evidence that dyslexia occurs in many languages around the world. As many have attempted to develop theories that encompass the multidimensionality of dyslexia across languages, they fall short when accounting for variation due to orthographic depth while also focusing on European alphabetic languages. Many students with dyslexia demonstrate difficulties in languages that
- [Guerra-Tijms-2024](https://www.dyslexia.com/reference/guerra-tijms-2024/) - Highlights Moment-to-moment learning processes may be crucial for understanding reading difficulties Children with dyslexia showed shallower learning trajectories during an associative task Auditory attention predicts the individual ability to learn novel audio-visual associations Abstract The acquisition of letter–speech sound correspondences is a fundamental process underlying reading development, one that could be influenced by several linguistic
- [Johnston-Scanlon-2021](https://www.dyslexia.com/reference/johnston-scanlon-2021/) - Some children experience more difficulty than others becoming literate, often at great emotional, intellectual, social, and economic cost to themselves, but also to those who love and care for them, and for society at large. The causes of those difficulties and what to do about them have been the source of much research and sometimes
- [Burgess-Cutting-2023](https://www.dyslexia.com/reference/burgess-cutting-2023/) - ABSTRACT Despite decades of prior research, the mechanisms of skilled reading development remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing work exploring other cognitive processes important for
- [Werth-2018](https://www.dyslexia.com/reference/werth-2018/) - Abstract Background: Reading disability is termed “dyslexia” if it is much lower than other cognitive abilities according to the intelligence quotient (IQ). This means that dyslexia is caused by an impairment of abilities other than those which the IQ requires. Therefore, reading performance should improve immediately if these impairments are either eliminated or compensated. Objective:
- [Roe-Martinez-2018](https://www.dyslexia.com/reference/roe-martinez-2018/) - Abstract Recent reading research implicates executive control regions as sites of difference in struggling readers. However, as studies often employ only reading or language tasks, the extent of deviation in control engagement in children with reading difficulties is not known. The current study investigated activation in reading and executive control brain regions during both a
- [Ozernov_Palchik-Qi-2023](https://www.dyslexia.com/reference/ozernov_palchik-qi-2023/) - Abstract Developmental dyslexia is a reading disorder that is associated with atypical brain function. One neuropsychological theory posits that dyslexia reflects a deficit in the procedural memory system, which supports implicit learning, or the acquisition of knowledge without conscious awareness or intention. This study investigated various forms of procedural learning in adults with dyslexia and
- [Wydell-2023](https://www.dyslexia.com/reference/wydell-2023/) - Abstract Extensive research has shown that phonological awareness including phoneme awareness skills are vital when children acquire literacy skills in alphabetic languages especially in English. Furthermore, research on developmental dyslexia (DD) especially in English has been conducted with research-informed/well-established definitions of DD. This is because compared to other languages, the prevalence of DD in English
- [Taha-2022](https://www.dyslexia.com/reference/taha-2022/) - Abstract The current study examined the contribution of semantic knowledge to the process of reading aloud unfamiliar words among thirty non-typical readers from third grade. The performances of reading aloud were tested by using three lists of pseudowords: semantic, phonological, and un-trained. For each pseudoword in the list of semantic condition, an invented meaning was
- [HorowitzKraus-Rosch-2023](https://www.dyslexia.com/reference/horowitzkraus-rosch-2023/) - Abstract The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and lower reading fluency. The current study aims to determine the neurobiological signature
- [Gori-Franceschini-2023](https://www.dyslexia.com/reference/gori-franceschini-2023/) - Abstract Although developmental dyslexia have been mainly associated with auditory-phonological deficits, recent longitudinal and training studies have shown a possible causal role of visuo-attentional skills in reading acquisition. Indeed, visuo-attentional mechanisms could be involved in the orthographic processing of the letter string and the graphemic parsing that precede the grapheme-to-phoneme mapping. Here, we used a
- [Franceschini-Bertoni-2022](https://www.dyslexia.com/reference/franceschini-bertoni-2022/) - Abstract Although developmental reading disorders (developmental dyslexia) have been mainly associated with auditory-phonological deficits, recent longitudinal and training studies have shown a possible causal role of visuo-attentional skills in reading acquisition. Indeed, visuo-attentional mechanisms could be involved in the orthographic processing of the letter string and the graphemic parsing that precede the grapheme-to-phoneme mapping. Here,
- [Davis-Barquero-2011](https://www.dyslexia.com/reference/davis-barquero-2011/) - Abstract Functional imaging research has yielded evidence of changes in poor readers after instructional intervention. Although it is well established that within the group of children with poor reading there are differences in behavioral response to intervention, little is known about the functional correlates of responsiveness. Therefore, we acquired functional magnetic resonance imaging (MRI) data
- [Barquero-2015](https://www.dyslexia.com/reference/barquero-2015/) - Abstract Previous studies have shown that some children with reading difficulties (RD) respond well to reading intervention while others do not. The purpose of this study was to examine whether functional neuroimaging prior to intervention could be used to distinguish intervention responders from nonresponders. The participants were 54 children and adolescents (8-14 years of age)
- [Nugiel-Roe-2019](https://www.dyslexia.com/reference/nugiel-roe-2019/) - Abstract Neural markers for reading-related changes in response to intervention could inform intervention plans by serving as a potential index of the malleability of the reading network in struggling readers. Of particular interest is the role of brain activation outside the reading network, especially in executive control networks important for reading comprehension. However, it is unclear whether any
- [Aravena-Tijms-2016](https://www.dyslexia.com/reference/aravena-tijms-2016/) - Abstract In the current study we examined the value of a dynamic test for predicting responsiveness to reading intervention for children diagnosed with dyslexia. The test consisted of a 20-minute training aimed at learning eight basic letter–speech sound correspondences within an artificial orthography, followed by a short assessment of both mastery of these correspondences and word
- [Krafnick-Napoliello-2022](https://www.dyslexia.com/reference/krafnick-napoliello-2022/) - Abstract Studies of reading intervention in dyslexia have shown changes in performance and in brain function. However, there is little consistency in the location of brain regions associated with successful reading gains in children, most likely due to variability/limitations in methodologies (study design, participant criteria, and neuroimaging procedures). Ultimately for the results to be meaningful,
- [Kershner-2021](https://www.dyslexia.com/reference/kershner-2021/) - Evolution fuels interindividual variability in neuroplasticity, reflected in brain anatomy and functional connectivity of the expanding neocortical regions subserving reading ability. Such variability is orchestrated by an evolutionarily conserved, competitive balance between epigenetic, stress-induced, and cognitive-growth gene expression programs. An evolutionary developmental model of dyslexia, suggests that prenatal and childhood subclinical stress becomes a risk
- [Geiger-Cattaneo-2008](https://www.dyslexia.com/reference/geiger-cattaneo-2008/) - Abstract We examined the performance of dyslexic and typically reading children on two analogous recognition tasks: one visual and the other auditory. Both tasks required recognition of centrally and peripherally presented stimuli. Dyslexics recognized letters visually farther in the periphery and more diffuse near the center than typical readers did. Both groups performed comparably in
- [Schneps-Brockmole-2012](https://www.dyslexia.com/reference/schneps-brockmole-2012/) - Abstract People with dyslexia, who face lifelong struggles with reading, exhibit numerous associated low-level sensory deficits including deficits in focal attention. Countering this, studies have shown that struggling readers outperform typical readers in some visual tasks that integrate distributed information across an expanse. Though such abilities would be expected to facilitate scene memory, prior investigations
- [GarnicaAgudelo-Smith-2023](https://www.dyslexia.com/reference/garnicaagudelo-smith-2023/) - Abstract Background: Developmental dyslexia is a neurodevelopmental disorder characterized by significant difficulties in reading and spelling. Despite lacking routine neuroimaging markers for dyslexia, recent resting-state electroencephalography (EEG) studies have detected atypical functional connectivity in children with dyslexia compared to controls. These methods are based on measures of EEG data at a sensor-level, but it remains unclear
- [Xue-Wang-2020](https://www.dyslexia.com/reference/xue-wang-2020/) - Abstract Developmental dyslexia is known to involve dysfunctions in multiple brain regions; however, a clear understanding of the brain networks behind this disorder is still lacking. The present study examined the functional network connectivity in Chinese dyslexic children with resting-state electroencephalography (EEG) recordings. EEG data were recorded from 27 dyslexic children and 40 age-matched controls,
- [Papagiannopoulou-Lagopoulos-2016](https://www.dyslexia.com/reference/papagiannopoulou-lagopoulos-2016/) - Dyslexia is a neurodevelopmental disorder estimated to affect between 4 and 7% of the population. It is often referred to as a learning disability and is characterized by deficits in the linguistic system. To better understand the neural underpinnings of dyslexia, we examined the electroencephalography (EEG) power spectra between pre-adolescents with dyslexia and neurotypical control
- [Turri-DiDona-2023](https://www.dyslexia.com/reference/turri-didona-2023/) - Abstract Developmental Dyslexia (DD) is a neurobiological condition affecting the ability to read fluently and/or accurately. Analyzing resting-state electroencephalographic (EEG) activity in DD may provide a deeper characterization of the underlying pathophysiology and possible biomarkers. So far, studies investigating resting-state activity in DD provided limited evidence and did not consider the aperiodic component of the
- [Verwimp-Tijms-2021](https://www.dyslexia.com/reference/verwimp-tijms-2021/) - Abstract Research on the etiology of dyslexia typically uses an approach based on a single core deficit, failing to understand how variations in combinations of factors contribute to reading development and how this combination relates to intervention outcome. To fill this gap, this study explored links between 28 cognitive, environmental, and demographic variables related to
- [Turner-2008](https://www.dyslexia.com/reference/turner-2008/) - Commentary: A systematic review to empirically assess the effectiveness of OG and OG-based reading instruction designed to improve reading and reading-related outcomes across the grade span (K–16) is critically important. This review has serious implications for education stakeholders, including policymakers, administrators, teachers, tutors, parents, and children. This type of reading instruction is, according to the
- [Hennessey-Deadman-2012](https://www.dyslexia.com/reference/hennessey-deadman-2012/) - Abstract Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age-matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age-matched
- [Eggleston-Marks-2023](https://www.dyslexia.com/reference/eggleston-marks-2023/) - Abstract Purpose: To understand the role of meaning-based skills in learning to read with dyslexia, we examined the neuro-cognitive bases of lexical morphology in children of varied reading abilities. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in
- [Attree-Turner-2009](https://www.dyslexia.com/reference/attree-turner-2009/) - Abstract Research suggests that the deficits characterizing dyslexia may also be associated with superior visuospatial abilities. Other research suggests that superior visuospatial abilities of people with dyslexia may not have been so far identified because of the lack of appropriate tests of real-life spatial ability. A recent small-scale study found that visuospatial superiority was evident
- [Burns-Duke-2023](https://www.dyslexia.com/reference/burns-duke-2023/) - Abstract Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing
- [Duke-Cartwright-2021](https://www.dyslexia.com/reference/duke-cartwright-2021/) - ABSTRACT The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings
- [Ziegler-Pech_Georgel-2010](https://www.dyslexia.com/reference/ziegler-pech_georgel-2010/) - Abstract Visual-attentional theories of dyslexia predict deficits for dyslexic children not only for the perception of letter strings but also for non-alphanumeric symbol strings. This prediction was tested in a two-alternative forced-choice paradigm with letters, digits, and symbols. Children with dyslexia showed significant deficits for letter and digit strings but not for symbol strings. This
- [Klimovich_Gray-Liberto-2023](https://www.dyslexia.com/reference/klimovich_gray-liberto-2023/) - Highlights Speech processing in dyslexia is supported by Semantic prediction Worse cortical tracking of the speech Envelope linked to worse phonological skills Envelope tracking related to grey matter volume in frontotemporal areas Stronger Semantic context analysis in dyslexia related to better word reading Semantic context analysis can be a compensation strategy in dyslexia Abstract
- [Suggate-Karle-2023](https://www.dyslexia.com/reference/suggate-karle-2023/) - Highlights We test the contribution of fine motor skills (FMS), writing and typing on reading. We manipulated both FMS and whether children learned by typing or writing. Children with experimentally impaired FMS learned most when typing. FMS and working memory predicted reading acquisition. Findings have implications for educational practice and theory. Abstract Discussions on
- [Grissmer-Buddin-2023](https://www.dyslexia.com/reference/grissmer-buddin-2023/) - The Core Knowledge curriculum is a K-8 curriculum focused on building students General Knowledge about the world they live in that is hypothesized to increase reading comprehension and Reading/English-LA achievement. This is the first study to utilize an experimental design to evaluate the long term effects of using the K-8 Core Knowledge curriculum. Fourteen oversubscribed
- [Martinez_Lincoln-Fotidzis-2023](https://www.dyslexia.com/reference/martinez_lincoln-fotidzis-2023/) - Abstract The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography
- [Matejko-Lozano-2022](https://www.dyslexia.com/reference/matejko-lozano-2022/) - Abstract Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering the solution from memory) than procedural
- [Lorusso-Toraldo-2023](https://www.dyslexia.com/reference/lorusso-toraldo-2023/) - Abstract Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a
- [Kuester_Gruber-Faisst-2023](https://www.dyslexia.com/reference/kuester_gruber-faisst-2023/) - Abstract Purpose Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts. Methods 40 German-speaking children (18 with DD, 22 not reading-impaired—group C; 9–11 years) received Chinese lessons.
- [Liu-Ren-2023](https://www.dyslexia.com/reference/liu-ren-2023/) - Abstract The visual attention span (VAS) deficit theory of developmental dyslexia (DD) indicates that impaired VAS may cause reading disabilities. However, whether people with dyslexia have VAS deficit is still controversial. The current review evaluates the literature regarding the relationship between VAS and poor reading, as it also examines the possible moderators in measuring the
- [Lefevre-Cavalli-2023](https://www.dyslexia.com/reference/lefevre-cavalli-2023/) - Abstract This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers
- [Jones-1985](https://www.dyslexia.com/reference/jones-1985/) - Abstract A development of existing theories of deep dyslexia is outlined. It proposes that the effects of imageability upon the ease of reading of words by deep dyslexics occur as a result of variation in the ease with which individual words summon semantic predicates, on the basis of which reading responses can be made. Ease-of-predication
- [Mazlinah-2022](https://www.dyslexia.com/reference/mazlinah-2022/) - Abstract By using a window ruler, this best practice aims to improve dyslexic students' reading skills based on the reading module. Reading is a complex activity that involves both physical and mental activities. Reading activities are also linked to eye movements and visual acuity. Reading methods based on the Dyslexia Reading Procedure can help students
- [Stein-2023](https://www.dyslexia.com/reference/stein-2023/) - Abstract Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many
- [Di_Pietro-Willinger-2023](https://www.dyslexia.com/reference/di_pietro-willinger-2023/) - Highlights • Age-, reading level-matched and developmental connectivity analyses in children • Effective connectivity was assessed in children with and without dyslexia • Connectivity was also assessed in development of children with and without dyslexia • Feedforward connections from the visual word form area (VWFA) increased with age • Connectivity from the inferior parietal lobule
- [Valet-Nelson-2022](https://www.dyslexia.com/reference/valet-nelson-2022/)
- [Pernet-Andersson-2009](https://www.dyslexia.com/reference/pernet-andersson-2009/) - Abstract Many hypotheses have been proposed about the brain underpinnings of developmental dyslexia, but none of them accommodates the variable deficits observed. To address the issue of anatomical deficits in dyslexia; total and partial volumes, lateralization indices (LI), and local gray matter volumes (LGMV) were measured. Analyses were performed in large samples of control and
- [Martínez-Garcia-2022](https://www.dyslexia.com/reference/martinez-garcia-2022/) - ABSTRACT It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic
- [Cainelli-Vedovelli-2022](https://www.dyslexia.com/reference/cainelli-vedovelli-2022/) - Abstract Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on
- [Palser-Miller-2022](https://www.dyslexia.com/reference/palser-miller-2022/) - ABSTRACT Diagnostic criteria for dyslexia describe specific reading difficulties, and single-deficit models, including the phonological deficit theory, have prevailed. Children seeking diagnosis, however, do not always show phonological deficits, and may present with strengths and challenges beyond reading. Through extensive neurological, neuropsychological, and academic evaluation, we describe four children with visuospatial, socio-emotional, and attention impairments
- [Varghese-Usha-2023](https://www.dyslexia.com/reference/varghese-usha-2023/) - Highlights • We studied auditory steady state responses (ASSR) at 2, 5, 8 Hz in 7-to-12-year-olds. • Half the sample had dyslexia or dyslexia and developmental language disorder (DLD). • Children with dyslexia/dyslexia with DLD had reduced ASSRs at 2 Hz. • Stimulation at 2 Hz corresponds to the rate of stressed syllables across languages. • Neural rhythmic
- [Ballan-Durrant-2022](https://www.dyslexia.com/reference/ballan-durrant-2022/) - Abstract Statistical learning (SL), the ability to pick up patterns in sensory input, serves as one of the building blocks of language acquisition. Although SL has been studied extensively in developmental dyslexia (DD), much less is known about the way SL evolves over time. The handful of studies examining this question were all limited to
- [Carrasco-Carrasco-2022](https://www.dyslexia.com/reference/carrasco-carrasco-2022/) - Abstract Objectives Brain imaging techniques have broadened our understanding of structural and functional properties of neuronal networks in children with developmental disabilities. The present work examines current models of neuronal response properties implicated in dyslexia and reading difficulties. Methods This review analyzes the use of functional techniques (fMRI and EEG) employed in the assessment of
- [Yu-Ferrada-2022](https://www.dyslexia.com/reference/yu-ferrada-2022/) - Abstract Importance Developmental dyslexia is a heritable learning disability affecting 7% to 10% of the general population and can have detrimental impacts on mental health and vocational potential. Individuals with dyslexia show altered functional organization of the language and reading neural networks; however, it remains unknown how early in life these neural network alterations might emerge.
- [Asberg-Galazka-2022](https://www.dyslexia.com/reference/asberg-galazka-2022/) - Abstract Background When looking at faces, we tend to attend more to the left visual field (corresponding to the right side of the person's face). This phenomenon is called the left visual field bias (LVF) and is presumed to reflect the brain's right-sided dominance for face processing. Whether alterations in hemispheric dominance are present in
- [Corballis-2018](https://www.dyslexia.com/reference/corballis-2018/) - Abstract Mirror-image confusions are common, especially in children and in some cases of neurological impairment. They can be a special impediment in activities such as reading and writing directional scripts, where mirror-image patterns (such as b and d) must be distinguished. Treating mirror images as equivalent, though, can also be adaptive in the natural world, which carries no
- [Ogaard-Boyle-2023](https://www.dyslexia.com/reference/ogaard-boyle-2023/) - Abstract This project interviews six Norwegian individuals with dyslexia that explores their understanding of this label and their attitudes towards it. The study examines the often overlooked area of the self-esteem, attitudes, and motivation of individuals with dyslexia, both in children and in adults. It has been argued that individuals are often overlooked in the
- [Roop-Howe-2022](https://www.dyslexia.com/reference/roop-howe-2022/) - Abstract: Educators are often blamed by dyslexia organizations and advocates for failing to provide appropriate reading instruction for students, including the identification and instruction of students with dyslexia. As a result, states are responding with legislation on how reading should be taught. This study focuses on including the voices of teacher educators, who largely were
- [Alexander_Passe-2016](https://www.dyslexia.com/reference/alexander_passe-2016/) - Abstract This paper looks at the origins of success in dyslexic adults, using both an online survey to locate successful dyslexic adults (N=101), and a sub-group of interview participants (N=20) to understand the nature and motivation of success in adults with dyslexia. School trauma was a focus of the study, using the theory of ‘Post-Traumatic Growth’
- [Puolakanaho-Ahonen-2008](https://www.dyslexia.com/reference/puolakanaho-ahonen-2008-2/) - Abstract The authors examined second-grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyväskylä Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia
- [Tong-Binder-2022](https://www.dyslexia.com/reference/tong-binder-2022/) - Abstract Neuroimaging, neuropsychological, and psychophysical evidence indicate that concept retrieval selectively engages specific sensory and motor brain systems involved in the acquisition of the retrieved concept. However, it remains unclear which supramodal cortical regions contribute to this process and what kind of information they represent. Here, we used representational similarity analysis of two large fMRI
- [Tan-Chanoine-2022](https://www.dyslexia.com/reference/tan-chanoine-2022/) - The noisy computation hypothesis of developmental dyslexia (DD) is particularly appealing because it can explain deficits across a variety of domains, such as temporal, auditory, phonological, visual and attentional processes. A key prediction is that noisy computations lead to more variable and less stable word representations. A way to test this hypothesis is through repetition
- [Beggs-2022](https://www.dyslexia.com/reference/beggs-2022/)
- [Kimel-Lieder-2022](https://www.dyslexia.com/reference/kimel-lieder-2022/) - Abstract Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that
- [Chang-Lee-2022](https://www.dyslexia.com/reference/chang-lee-2022/) - Abstract Research indicates that teachers’ theories of intelligence (incremental vs. entity) are likely to affect their teaching practices, and some teachers hold lower expectations for students with learning disabilities. This study explored the relationships between college instructors’ theories of intelligence and the feedback they provided based on a student’s writing sample under two conditions: the
- [Steacy-Edwards-2022](https://www.dyslexia.com/reference/steacy-edwards-2022/) - Abstract Quasiregular orthographies such as English contain substantial ambiguities between orthography and phonology that force developing readers to acquire flexibility during decoding of unfamiliar words, a skill referred to as a “set for variability” (SfV). The ease with which a child can disambiguate the mismatch between the decoded form of a word and its actual
- [Ozernov_Palchik-Sury-2022](https://www.dyslexia.com/reference/ozernov_palchik-sury-2022/) - Abstract Reading fluency—the speed and accuracy of reading connected text—is foundational to educational success. The current longitudinal study investigates the neural correlates of fluency development using a connected-text paradigm with an individualized presentation rate. Twenty-six children completed a functional MRI task in 1st/2nd grade (time 1) and again 1–2 years later (time 2). There was a
- [Lefevre-Law-2022](https://www.dyslexia.com/reference/lefevre-law-2022/) - Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with dyslexia has been argued to be a form of compensation. However,
- [Cortes-Peterson-2022](https://www.dyslexia.com/reference/cortes-peterson-2022/) - Abstract Current debate surrounds the promise of neuroscience for education, including whether learning-related neural changes can predict learning transfer better than traditional performance-based learning assessments. Longstanding debate in philosophy and psychology concerns the proposition that spatial processes underlie seemingly nonspatial/verbal reasoning (mental model theory). If so, education that fosters spatial cognition might improve verbal reasoning.
- [Brunswick-Bargary-2022](https://www.dyslexia.com/reference/brunswick-bargary-2022/) - ABSTRACT Educational experiences often influence self-concept. Thus, readers with dyslexia can have low self-esteem and self-efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self-perception. This study included 145 university students
- [Gebauer-Enzinger-2012](https://www.dyslexia.com/reference/gebauer-enzinger-2012/) - Abstract Studies investigating reading and spelling difficulties heavily focused on the neural correlates of reading impairments, whereas spelling impairments have been largely neglected so far. Hence, the aim of the present study was to investigate brain structure and function of children with isolated spelling difficulties. Therefore, 31 children, aged ten to 15 years, were investigated
- [Shaul-2013](https://www.dyslexia.com/reference/shaul-2013/) - Abstract The aim of this study was to extend our understanding of the "asynchrony" phenomenon by examining the existence of several additional differences in brain activity. The differences which were investigated were the difference between the left and right hemisphere processing, the anterior and posterior areas processing and the differences between the different stages of
- [Liu-deSchotten-2022](https://www.dyslexia.com/reference/liu-deschotten-2022/) - Abstract It has been suggested that developmental dyslexia may have two dissociable causes-a phonological deficit and a visual attention span (VAS) deficit. Yet, neural evidence for such a dissociation is still lacking. This study adopted a data-driven approach to white matter network analysis to explore hubs and hub-related networks corresponding to VAS and phonological accuracy
- [Gepila-Macalalad-2022](https://www.dyslexia.com/reference/gepila-macalalad-2022/) - Case Study describing informal implementation of Davis methods as described in The Gift of Dyslexia by researchers working with three individuals.
- [Valdois-2022](https://www.dyslexia.com/reference/valdois-2022/) - Abstract The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention-based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through
- [Christodoulou-DelTufo-2014](https://www.dyslexia.com/reference/christodoulou-deltufo-2014/) - Abstract Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic
- [Savill-Thierry-2012](https://www.dyslexia.com/reference/savill-thierry-2012/) - Highlights ► ERPs in dyslexic (DYS) and control (CON) adults recorded in two visual oddball tasks. ► DYS orienting (P3a) to task-relevant nontargets seen in nonverbal but not word task. ► DYS P3a was absent to relevant pseudohomophones, despite detected relevance (P2). ► DYS P3a response in a nonverbal comparison task like in CON. ► Deficient attentional
- [Richlan-2014](https://www.dyslexia.com/reference/richlan-2014/) - Abstract: Orthographic depth (OD) (i.e., the complexity, consistency, or transparency of grapheme-phoneme correspondences in written alphabetic language) plays an important role in the acquisition of reading skills. Correspondingly, developmental dyslexia is characterized by different behavioral manifestations across languages varying in OD. This review focuses on the question of whether these different behavioral manifestations are associated with different functional neuroanatomical manifestations. It provides a review and critique of cross-linguistic brain imaging studies of developmental
- [Taylor-Vestergaard-2022](https://www.dyslexia.com/reference/taylor-vestergaard-2022/) - We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role in human adaptation. Most DD research has studied educational difficulties, with theories framing differences in neurocognitive processes as deficits. However, people with DD are also often
- [Morken-Helland-2014](https://www.dyslexia.com/reference/morken-helland-2014/) - Abstract This fMRI study aimed to examine how differences in literacy processing demands may affect cortical activation patterns in 11- to 12-year-old children with dyslexia as compared to children with typical reading skills. Eleven children with and 18 without dyslexia were assessed using a reading paradigm based on different stages of literacy development. In the
- [Emmorey-Weisberg-2013](https://www.dyslexia.com/reference/emmorey-weisberg-2013/) - Highlights • fMRI study of the neural circuits engaged in skilled adult deaf and hearing readers. • Semantic word processing engaged a left frontal–temporal circuit in both groups. • Parietal activity was increased in deaf vs. hearing readers for a phonological task. • Left precentral gyrus was more active in deaf vs. hearing for the phonological task. •
- [Hasko-Bruder-2012](https://www.dyslexia.com/reference/hasko-bruder-2012/) - Abstract In transparent orthographies, like German, children with developmental dyslexia (DD) are mainly characterized by a reading fluency deficit. The reading fluency deficit might be traced back to a scarce integration of orthographic and phonological representations. In order to address this question, the present study used EEG to investigate the N300, an ERP component which
- [Bree-Boer-2022](https://www.dyslexia.com/reference/bree-boer-2022/) - Abstract When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1–3, n = 116) and late-diagnosed (Grade 4–6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose
- [Suggate-Lenhard-2022](https://www.dyslexia.com/reference/suggate-lenhard-2022/) - Highlights • Mental imagery uniquely predicted reading comprehension performance across three experiments. • Links between reading and mental imagery were not explained by processing speed. • A novel and objective measure of mental imagery proved superior to self-report measures. • Mental imagery also appeared to relate to reading fluency. Abstract Mental imagery is foundational to human
- [Hornstra-Denessen-2010](https://www.dyslexia.com/reference/hornstra-denessen-2010/) - Abstract The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores
- [Norton-Black-2014](https://www.dyslexia.com/reference/norton-black-2014/) - Highlights • Unique fMRI activation patterns for phonological, RAN and double deficits in dyslexia. • Phonological deficits associated with left inferior frontal and parietal regions. • RAN deficits associated with right cerebellar lobule VI. • Functional connectivity is differentially affected by phonological vs. RAN deficits. • First functional neuroanatomical evidence for double-deficit hypothesis of dyslexia.
- [Gallagher-Laxon-1996](https://www.dyslexia.com/reference/gallagher-laxon-1996/) - Abstract Well compensated, high-functioning dyslexics, aged 18 years, whose reading ability had improved so that it was now within one standard deviation of the normal population mean were assessed on a range of phonological tasks. The dyslexics were compared with controls matched for age and academic attainment. A sizeable subgroup performed as well as controls
- [Rauno-Georgiou-2007](https://www.dyslexia.com/reference/rauno-georgiou-2007/) - Abstract This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to
- [Seghier-Neufeld-2012](https://www.dyslexia.com/reference/seghier-neufeld-2012/) - Highlights ► Word reading can succeed after damage to the left occipito-temporal cortex. ► This is enabled by an alternative pathway via the left superior temporal sulcus. ► Connectivity analysis demonstrated the existence of this pathway in normal readers. ► We hypothesise that this pathway integrates semantics with phonology. ► Our work stresses the importance
- [Brethes-Cavalli-2022](https://www.dyslexia.com/reference/brethes-cavalli-2022/) - Abstract: Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex
- [Schurz-Wimmer-2015](https://www.dyslexia.com/reference/schurz-wimmer-2015/) - Abstract Reading requires the interaction between multiple cognitive processes situated in distant brain areas. This makes the study of functional brain connectivity highly relevant for understanding developmental dyslexia. We used seed-voxel correlation mapping to analyse connectivity in a left-hemispheric network for task-based and resting-state fMRI data. Our main finding was reduced connectivity in dyslexic readers
- [Li-Bi-2022](https://www.dyslexia.com/reference/li-bi-2022/) - Highlights • Dyslexic children have common hypoactivation in the left IFC and ACC. • Chinese dyslexic children showed higher hypoactivation in the left IFC and MCC. • Alphabetic dyslexic children showed higher hypoactivation in the left OTC and IPL. • Chinese dyslexic children showed specific hyperactivation. Abstract Developmental dyslexia is a special learning disorder which is
- [Beyersmann-Turney-2022](https://www.dyslexia.com/reference/beyersmann-turney-2022/) - Highlights • Five individuals with acquired dyslexia reported excellent word reading skills. • The same individuals had difficulty reading nonwords. • But nonword reading drastically improved when the nonwords contained morphemes. • The data point to a pre-lexical activation of morphemes during reading. • Lexical, phonological, and morphological processing were clearly dissociable Abstract The current study investigated the influence of
- [Kunchulia-Parkosadze-2022](https://www.dyslexia.com/reference/kunchulia-parkosadze-2022/) - ABSTRACT Dyslexia has been linked to timing deficits by previous studies. Here, we investigated specifically two types of implicit temporal adaptation abilities in children with dyslexia, namely the variable foreperiod effect and time-based expectancy. Eighteen children with dyslexia and eighteen typically developing children with ages ranging from 8 to 13 participated. They completed a binary
- [Ingvar-Trampe-2002](https://www.dyslexia.com/reference/ingvar-trampe-2002/) - Abstract Using regional cerebral blood flow as an index of cerebral activity we studied dyslexic and control subjects during simple word reading tasks. The groups were pre-tested for reading skill and the dyslexic group had a lower reading performance but could read and comprehend standard texts. The aim was to elucidate differences in the cerebral
- [Livingston-Happe-2017](https://www.dyslexia.com/reference/livingston-happe-2017/) - Highlights • Compensation may underpin improvements in symptoms in neurodevelopmental disorders. • The construct of compensation is poorly understood and has no agreed definition. • We derive a working definition and review evidence for compensation (e.g., in ASD). • We propose a preliminary transdiagnostic framework of compensation. • We discuss potential neurocognitive mechanisms and research/clinical
- [Zhang-Peng-2022](https://www.dyslexia.com/reference/zhang-peng-2022/) - Abstract Word reading is critical for reading development. However, it has long been debated on the processes involved in real word and pseudoword decoding in developmental dyslexia (DD). We conducted a meta-analysis of 28 neuroimaging studies (519 participants with DD, 562 typical readers, age range 5–63 years, female 37.65%, 382 foci, 64 experimental contrasts) using
- [Chen-2022](https://www.dyslexia.com/reference/chen-2022/) - Abstract Although allophonic speech processing has been hypothesized to be a contributing factor in developmental dyslexia, experimental evidence is limited and inconsistent. The current study compared the categorization of native similar sounding vowels of typically developing (TD) children and children at familial risk (FR) of dyslexia. EEG response was collected in a non-attentive passive oddball
- [Smith_Spark-Gordon-2022](https://www.dyslexia.com/reference/smith_spark-gordon-2022/) - Abstract Cognitive difficulties are well documented in developmental dyslexia but they present a challenge to dyslexia theory. In this paper, the Model of the Control of Action is proposed as a theoretical explanation of how and why deficits in both automaticity and executive abilities are apparent in the cognitive profiles of dyslexia and how these
- [Raschle-Chang-2011](https://www.dyslexia.com/reference/raschle-chang-2011/) - Abstract Functional magnetic resonance imaging studies have reported reduced activation in parietotemporal and occipitotemporal areas in adults and children with developmental dyslexia compared to controls during reading and reading-related tasks. These patterns of regionally reduced activation have been linked to behavioral impairments of reading-related processes (e.g., phonological skills and rapid automatized naming). The observed functional and
- [Colenbrander-Wang-2020](https://www.dyslexia.com/reference/colenbrander-wang-2020/) - Abstract Instruction in regular letter-sound relationships is a key element of teaching children to read. However, in the English language, many words have irregular spellings (e.g. said, are, yacht). What is the best way to help children learn to read these words? To date, a number of different viewpoints have been put forward, but these viewpoints are seldom
- [McArthur-Castles-2015](https://www.dyslexia.com/reference/mcarthur-castles-2015/) - Abstract The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training
- [Ottosen-Bonnerup-2022](https://www.dyslexia.com/reference/ottosen-bonnerup-2022/) - Abstract A dyslexia diagnosis in Denmark can have significant consequences for individuals, as support is not available to others with reading difficulties. Currently, the diagnosis is given solely on the basis of an electronically administered test consisting of two tasks assessing grapheme-phoneme correspondences. To examine whether the Danish diagnostic test is sufficient to identify university
- [Gerlach-Kuhn-2022](https://www.dyslexia.com/reference/gerlach-kuhn-2022/) - Highlights • We examined processing of words and cropped faces in a divided visual field paradigm. • Two populations were tested: developmental prosopagnosics and developmental dyslexics. • Both populations show a left visual field/right hemisphere advantage for faces. • The developmental dyslexics also show a right hemisphere advantage for words. • The right hemisphere advantage
- [Egan-Siyanova_Chanturia-2022](https://www.dyslexia.com/reference/egan-siyanova_chanturia-2022/) - Abstract For skilled readers, idiomatic language confers faster access to overall meaning compared with non-idiomatic language, with a processing advantage for figurative over literal interpretation. However, currently very little research exists to elucidate whether atypical readers – such as those with developmental dyslexia – show such a processing advantage for figurative interpretations of idioms, or
- [Nasir-Faud-2022](https://www.dyslexia.com/reference/nasir-faud-2022/) - Abstract The purpose of this study is to determine the brainwave or electroencephalogram (EEG) distribution of Normal and Dyslexia children during cognitive activity. EEG is a method for monitoring electrical activity in the brain and has four main signals in the brain: Delta Wave, Theta Wave, Alpha Wave and Beta Wave. Delta wave is a
- [Anzelmo-2022](https://www.dyslexia.com/reference/anzelmo-2022/) - I write this review by way of sharing with healthcare practitioners (HCP’s) around the globe, the possible pitfalls of not considering patient interactions in an holistic manner. By not doing so, complaints to the HCP’s individual medical regulating authority may arise. This was certainly the case for me. However, more importantly, by making this consideration
- [Vandermosten-Vanderauwera-2015](https://www.dyslexia.com/reference/vandermosten-vanderauwera-2015/) - Highlights • First DTI-study in pre-readers with a family risk for dyslexia (FRD+). •Bilateral ventral and dorsal pathways sustain phonological awareness. • FRD+ group displayed lower FA in left ventral pathway. • No neural specialization for phonological processing in pre-reading stage. • Anomalies related to family risk of dyslexia are present prior to reading onset. Abstract In adults and
- [Phillips-Hutchison-2022](https://www.dyslexia.com/reference/phillips-hutchison-2022/) - Highlights • Preschoolers’ self-regulation development across the pre-k year was negatively associated with exposure to more disapproving and punitive teacher behaviors. • Negative teacher behaviors were predictive over and above the role of global quality ratings. • Children with poor regulation skills at pre-K entry showed modest evidence of being especially susceptible to harmful teacher
- [Yu-Ferradal-2022](https://www.dyslexia.com/reference/yu-ferradal-2022/) - Abstract Importance Developmental dyslexia (dyslexia) is a genetic-based learning disorder affecting 7-10% of the general population and has detrimental impacts on mental health and vocational potential. Individuals with dyslexia show altered functional organization of the language and reading neural networks; however, it remains unknown how early these neural network alterations emerge in association with familial(genetic) vulnerability
- [Mandke-Flanagan-2022](https://www.dyslexia.com/reference/mandke-flanagan-2022/) - Abstract Phonological difficulties characterise individuals with dyslexia across languages. Currently debated is whether these difficulties arise from atypical neural sampling of (or entrainment to) auditory information in speech at slow rates (
- [Norton-Beach-2015](https://www.dyslexia.com/reference/norton-beach-2015/) - Highlights • Neuroimaging is identifying brain differences related to causes of dyslexia. • Brain bases of specific aspects of dyslexia have been better identified. • Genetics may bridge study of neural mechanisms to dyslexia in humans. Abstract: Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not
- [Lambert-Chun-2019](https://www.dyslexia.com/reference/lambert-chun-2019/) - Abstract Educational research undervalues the experiences of people with disabilities, including those with learning disabilities and/or dyslexia, whom we call insiders. In this study, we examined narratives pertaining to schooling from published memoirs and/or interviews with 30 insiders with learning disabilities or dyslexia. First, we describe how these insiders define learning disabilities. We found multiple
- [Rappolt_Schlichtmann-Boucher-2018](https://www.dyslexia.com/reference/rappolt_schlichtmann-boucher-2018/) - Abstract Purpose In this article, we explore the deficit view of dyslexia and consider how it may narrow research so as to hamper the progress of scientific discovery and constrain best practices to the detriment of the overall well-being and growth of students with dyslexia. We consider the neurodiversity view of dyslexia as an alternative
- [Schneps-Rose-2007](https://www.dyslexia.com/reference/schneps-rose-2007/) - ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in
- [Bassok-Latham-2016](https://www.dyslexia.com/reference/bassok-latham-2016/) - Abstract Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show
- [Armstrong_Gallegos-Nicolson-2020](https://www.dyslexia.com/reference/armstrong_gallegos-nicolson-2020/) - Abstract There is pervasive evidence that problems in sensory processing occur across a range of developmental disorders, but their aetiology and clinical significance remain unclear. The present study investigated the relation between sensory processing and literacy skills in children with and without a background of special educational needs (SEN). Twenty-six children aged between 7 and
- [Taskov-Duschanova-2022](https://www.dyslexia.com/reference/taskov-duschanova-2022/) - Abstract This study examined the effects of combined neurofeedback (NF) and visual training (VT) on children with developmental dyslexia (DD). Although NF is the first noninvasive approach to support neurological disorders, the mechanisms of its effects on the brain functional connectivity are still unclear. A key question is whether the functional connectivities of the EEG
- [Gorgen-De_Simone-2021](https://www.dyslexia.com/reference/gorgen-de_simone-2021/) - Abstract Background The role of morphological awareness for literacy development is non-controversial, but it is likely to depend on the characteristics of a specific orthography. Previous studies analysing the role of morphological awareness are mainly based on English samples; thus, it is unclear how generalisable these results are. In the current study, we evaluated the
- [Burns-Aguilar-2021](https://www.dyslexia.com/reference/burns-aguilar-2021/) - Abstract Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten
- [Barouch-Weiss-2022](https://www.dyslexia.com/reference/barouch-weiss-2022/) - Highlights • Hebrew reading children read bi- and mono-morphemic words during fMRI. • Young Hebrew readers are sensitive to the morphological structure of words. • Unlike adults, morphological effects in children were in bilateral temporal areas. • Unlike adults, morphological effects were only in the transparent (pointed) script. • Children may rely more than adults
- [Lambert-Harriss-2022](https://www.dyslexia.com/reference/lambert-harriss-2022/) - Abstract Within educational research, dyslexia and other disabilities are typically conceptualized as deficits. The theory of neurodiversity encourages researchers to conceptualize cognitive differences as natural forms of human diversity with unique sets of challenges and strengths. Using neurodiversity as our theoretical framework, we analyze the experiences of five research mathematicians with dyslexia as told through
- [Everatt-Smyth-1999](https://www.dyslexia.com/reference/everatt-smyth-1999/) - Abstract This article describes a series of studies investigating the relationship between developmental dyslexia and creative talents. Tasks performed by the subjects included: finding alternative uses for objects, producing drawn objects from basic shapes, completing a self-report inventory which assessed innovative styles of thinking, and the solving of problems which required some form of insightful
- [Everatt-Weeks-2007](https://www.dyslexia.com/reference/everatt-weeks-2007/) - Abstract A total of 83 children with different special educational needs (SEN) assessments were contrasted with a control group (N = 40) without special needs on measures that aimed to identify potential areas of strengths as well as weaknesses in these SEN groups. Carefully selected groups of dyslexics, dyspraxics, children with specific language difficulties, moderate learning
- [Economou-Van_Herck-2022](https://www.dyslexia.com/reference/economou-van_herck-2022/) - Abstract Recent prereading evidence demonstrates that white matter alterations are associated with dyslexia even before the onset of reading instruction. At the same time, remediation of reading difficulties is suggested to be most effective when provided as early as kindergarten, yet evidence is currently lacking on the early neuroanatomical changes associated with such preventive interventions.
- [Torgerson-Brooks-2019](https://www.dyslexia.com/reference/torgerson-brooks-2019/) - Abstract Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However,
- [Mittag-Larson-2022](https://www.dyslexia.com/reference/mittag-larson-2022/) - Abstract Research on children and adults with developmental dyslexia—a specific difficulty in learning to read and spell—suggests that phonological deficits in dyslexia are linked to basic auditory deficits in temporal sampling. However, it remains undetermined whether such deficits are already present in infancy, especially during the sensitive period when the auditory system specializes in native
- [Potard-Auger-2022](https://www.dyslexia.com/reference/potard-auger-2022/) - Highlights • Adults with DCD expressed higher frustration intolerance beliefs than typical peers. • They also reported higher frustration intolerance beliefs than adults with dyslexia. • Adults with dyslexia had higher discomfort intolerance than typical peers. • Adults with dyslexia had higher achievement frustration than typical peers. Abstract Background Research suggests that adults diagnosed with specific learning disorders,
- [Stella-Engelhardt-2022](https://www.dyslexia.com/reference/stella-engelhardt-2022/) - Abstract This study examined the comprehension of passive sentences in order to investigate whether individuals with dyslexia rely on parsing heuristics in language comprehension to a greater extent than non-dyslexic readers. One hundred adults (50 dyslexics and 50 controls) read active and passive sentences, and we also manipulated semantic plausibility. Eye movements were monitored, while
- [Galuschka-Gorgen-2020](https://www.dyslexia.com/reference/galuschka-gorgen-2020/) - This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling interventions in children, adolescents, and adults with dyslexia and spelling deficits were
- [Premeti-Bucci-2022](https://www.dyslexia.com/reference/premeti-bucci-2022/) - Abstract Developmental dyslexia is a complex reading disorder involving genetic and environmental factors. After more than a century of research, its etiology remains debated. Two hypotheses are often put forward by scholars to account for the causes of dyslexia. The most common one, the linguistic hypothesis, postulates that dyslexia is due to poor phonological awareness.
- [Gatsakou-Bardis-2022](https://www.dyslexia.com/reference/gatsakou-bardis-2022/) - Abstract The aim of this paper is to present a different viewpoint on the educational process through the usage of- adjusted to educational needs - RPGs (Role Playing Games), emphasizing on an interdisciplinary teaching in both cognitive and social-emotional level, which will offer intervention and simultaneously the improvement of the academic weaknesses for dyslexic students.
- [Valdois-Roulin-2019](https://www.dyslexia.com/reference/valdois-roulin-2019/) - Highlights • Visual attention span reflects visual attention capacity for simultaneous processing. • Pre-readers’ visual attention span predicts reading fluency at the end of Grade 1. • Visual attention uniquely contributes to word, pseudo-word and text reading. • A conceptual model of the role of visual attention in learning to read is proposed. Abstract The
- [Chyl-Kossowski-2018](https://www.dyslexia.com/reference/chyl-kossowski-2018/) - Abstract Background: Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. Methods: We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten
- [Al_Otaiba-McMaster-2021](https://www.dyslexia.com/reference/alotaiba-mcmaster-2021/) - Abstract The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading and
- [Wyse-Bradbury-2022](https://www.dyslexia.com/reference/wyse-bradbury-2022/) - Abstract Teaching children to read is one of the most fundamental goals of early years and primary education worldwide, and as such has attracted a large amount of research from a range of academic disciplines. The aims of this paper are: (a) to provide a new critical examination of research evidence relevant to effective teaching
- [Araujo-Inacio-2011](https://www.dyslexia.com/reference/araujo-inacio-2011/) - Abstract The current study investigated which time components of rapid automatized naming (RAN) predict group differences between dyslexic and non-dyslexic readers (matched for age and reading level), and how these components relate to different reading measures. Subjects performed two RAN tasks (letters and objects), and data were analyzed through a response time analysis. Our results
- [Clemens-Solari-2021](https://www.dyslexia.com/reference/clemens-solari-2021/) - Abstract A trend has emerged across schools in the United States in which phonemic awareness is viewed as much more than a component of beginning reading instruction. This perspective argues that “phonemic proficiency”, evidenced by mastery with advanced tasks such as phoneme elision or substitution, is an important target for assessment and instruction well beyond
- [Viktorin-2021](https://www.dyslexia.com/reference/viktorin-2021/) - Abstract This literature review analyzes ten specialized papers which focus on the issue of higher creativity among children and pupils with dyslexia. The aim of the article is to determine the level of creativity in this group, what may affect the level of creativity among them, and whether there are significant differences in some areas
- [Erbelli-Rice-2022](https://www.dyslexia.com/reference/erbelli-rice-2022/) - Abstract Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic approaches are aimed towards dissecting its significant genetic component. In the proposed review, we will summarize advances in twin and molecular genetic research from the past 20 years. First, we will
- [Davis-Fan-2010](https://www.dyslexia.com/reference/davis-fan-2010/) - Abstract As the education field moves toward using responsiveness to intervention to identify students with disabilities, an important question is the degree to which this classification can be connected to a student's neurobiological characteristics. A few functional neuroimaging studies have reported a relationship between activation and response to instruction; however, whether a similar correlation exists
- [Taran-Farah-2021](https://www.dyslexia.com/reference/taran-farah-2021/) - Abstract Poor phonological processing has typically been considered the main cause of dyslexia. However, visuo-attentional processing abnormalities have been described as well. The goal of the present study was to determine the involvement of visual attention during fluent reading in children with dyslexia and typical readers. Here, 75 children (8–12 years old; 36 typical readers, 39
- [Zhao-Schotten-2016](https://www.dyslexia.com/reference/zhao-schotten-2016/) - Abstract This study examines the structural integrity and the hemispheric lateralization patterns of four major association fiber pathways in a group of French dyslexic children and age-matched controls (from 9 to 14 years), using high angular diffusion imaging combined with spherical deconvolution tractography. Compared with age-matched controls, dyslexic children show increased hindrance-modulated oriented anisotropy (HMOA) in the right superior longitudinal
- [Sihvonen-Virtala-2021](https://www.dyslexia.com/reference/sihvonen-virtala-2021/) - Abstract Current views on the neural network subserving reading and its deficits in dyslexia rely largely on evidence derived from functional neuroimaging studies. However, understanding the structural organization of reading and its aberrations in dyslexia requires a hodological approach, studies of which have not provided consistent findings. Here, we adopted a whole brain hodological approach and investigated relationships between
- [Gordon-Smith-Spark-2021](https://www.dyslexia.com/reference/gordon-smith-spark/) - The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received
- [Ashmore-2011](https://www.dyslexia.com/reference/ashmore-2011/)
- [Share-2021-2](https://www.dyslexia.com/reference/share-2021-2/) - ABSTRACT The science of reading has made genuine progress in understanding reading and the teaching of reading, but is the science of reading just the science of reading English? Worldwide, a majority of students learn to read and write in non-European, nonalphabetic orthographies such as abjads (e.g., Arabic), abugidas/alphasyllabaries (e.g., Hindi), or morphosyllabaries (e.g., Chinese).
- [Richlan-2012](https://www.dyslexia.com/reference/richlan-2012/) - This mini-review summarizes and integrates findings from recent meta-analyses and original neuroimaging studies on functional brain abnormalities in dyslexic readers. Surprisingly, there is little empirical support for the standard neuroanatomical model of developmental dyslexia, which localizes the primary phonological decoding deficit in left temporo-parietal (TP) regions. Rather, recent evidence points to a dysfunction of a
- [Valdois-Phenix-2021](https://www.dyslexia.com/reference/valdois-phenix-2021/) - ABSTRACT The probability of recognizing a word depends on the position of fixation during processing. In typical readers, the resulting word-recognition curves are asymmetrical, showing a left-of-centre optimal viewing position (OVP). First, we report behavioural results from dyslexic participants who show atypical word-recognition curves characterized by the OVP being right of centre with recognition probability
- [Provazza-2021](https://www.dyslexia.com/reference/provazza-2021/) - Abstract The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian)
- [Dobo-Ladanyi-2021](https://www.dyslexia.com/reference/dobo-ladanyi-2021/) - ABSTRACT Previous studies have revealed that cognitive control functions contribute to the resolution of lexical interference. Both cognitive control (CC) deficits and reduced speed of lexical retrieval in Rapid Automatized Naming (RAN) tasks are characteristics of Developmental Dyslexia (DD), but it is still not fully understood how these deficits relate to each other and to
- [Mansour-Bowyer-2014](https://www.dyslexia.com/reference/mansour-bowyer-2014/) - Abstract This study investigates the functional connectivity of neuronal networks critical for working memory in individuals with dyslexia by means of magnetoenchephalographic (MEG) coherence imaging. Individuals with dyslexia showed an early onset of activation in anterior cortical regions (precentral gyrus and the superior frontal gyrus), which differed from controls where activation initiated in posterior cortical
- [Sigurdardottir-Olafsdottir-2021](https://www.dyslexia.com/reference/sigurdardottir-olafsdottir-2021/) - Abstract Developmental dyslexia is defined by reading impairments that are disproportionate to intelligence, motivation, and the educational opportunities considered necessary for reading. Its cause has traditionally been considered to be a phonological deficit, where people have difficulties with differentiating the sounds of spoken language. However, reading is a multidimensional skill and relies on various cognitive
- [Maurer-Brem-2007](https://www.dyslexia.com/reference/maurer-brem-2007/) - Abstract Developmental dyslexia is defined as a disorder of learning to read. It is thus critical to examine the neural processes that impair learning to read during the early phase of reading acquisition, before compensatory mechanisms are adapted by older readers with dyslexia. Using electroencephalography-based event-related imaging, we investigated how tuning of visual activity for
- [Caldani-Moiroud-2021](https://www.dyslexia.com/reference/caldani-moiroud-2021/) - Abstract (1) Background: This study explored the effect of short vestibular and cognitive training on the reading speed in dyslexic children. (2) Methods: The reading speed was evaluated by using a reading test (Évaluation de la Lecture en FluencE, ELFE) in a crossover design before (baseline) and after vestibular training (post VT) and no vestibular
- [Kalashnikova-Burnham-2021](https://www.dyslexia.com/reference/kalashnikova-burnham-2021/) - Highlights • Rhythmic abilities were assessed in children at- and not at-risk for dyslexia. • A temporal rate of 2 Hz was used, hypothesised as important for reading development. • At-risk children showed poorer performance in the rhythm discrimination task. • Rhythm production related to non-word repetition, vocabulary, and letter knowledge. • Rhythmic difficulties in at-risk
- [Law-Ghesquiere-2021](https://www.dyslexia.com/reference/law-ghesquiere-2021/) - Abstract This study examined the processing of derivational morphology and its association with early phonological skills of 24 Dutch-speaking children with dyslexia and 46 controls matched for age. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision task. Results suggest that morphological
- [Share-2021](https://www.dyslexia.com/reference/share-2021/) - Abstract In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip
- [Palser-Morris-2021](https://www.dyslexia.com/reference/palser-morris-2021/) - Highlights • Children with dyslexia show higher resting RSA than neurotypical children. • Higher resting RSA predicts greater cardiac deceleration during an empathy task. • Children with dyslexia show greater cardiac deceleration during an empathy task. Abstract Reading difficulties are the hallmark feature of dyslexia, but less is known about other areas of functioning. Previously,
- [DeCosta-2021](https://www.dyslexia.com/reference/decosta-2021/) - Excerpt: Dyslexia is often referred to as a “hidden disability.” It is more common than you might think, and many individuals are not aware of it until they are adults. Dyslexia has nothing to do with IQ. It is just that our brains are not built the same way, making it harder for us to connect letters, words, and sounds. I struggled in school
- [Prior-2021F](https://www.dyslexia.com/reference/prior-2021f/) - https://youtu.be/Igl5keWC6RU
- [Shaul-Arzouan-2012](https://www.dyslexia.com/reference/shaul-arzouan-2012/) - Highlights ► We examine processing of words and pseudo words among dyslexic and regular readers. ► We use behavioral and electrophysiological and source estimation measures. ► Differences were found in hemispheric activity. ► Dyslexic readers show a similar pattern of activation for words and pseudo words. Abstract In recent years many studies have focused on
- [McMurray-2020](https://www.dyslexia.com/reference/mcmurray-2020/) - Abstract This paper considers samples of independent writing highlighting the integral role of phonology, orthography and morphology in spelling development for children from 5–6 years to 7–8 years (3 years of formal schooling). It also introduces an approach to monitoring spelling development by considering the sources of knowledge that are evident in children's attempts to spell when writing
- [McMurray-McVeigh-2016](https://www.dyslexia.com/reference/mcmurray-mcveigh-2016/) - Abstract This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to spell as a vehicle which may be used effectively to develop this sensitivity. It is suggested that orthographic knowledge is advanced via a process of ‘frequency sensitivity’ to ‘patterns and sequences’ and ‘rules and
- [Werth-2021](https://www.dyslexia.com/reference/werth-2021/) - Abstract It is a widely held belief that developmental dyslexia (DD) is a phonological disorder in which readers have difficulty associating graphemes with their corresponding phonemes. In contrast, the magnocellular theory of dyslexia assumes that DD is a visual disorder caused by dysfunctional magnocellular neural pathways. The review explores arguments for and against these theories.
- [Waldie-Haigh-2013](https://www.dyslexia.com/reference/waldie-haigh-2013/) - Abstract Reading is a complex process, drawing on a variety of brain functions in order to link symbols to words and concepts. The three major brain areas linked to reading and phonological analysis include the left temporoparietal region, the left occipitotemporal region and the inferior frontal gyrus. Decreased activation of the left posterior language system
- [Bruner-Postman-1949](https://www.dyslexia.com/reference/bruner-postman-1949/) - Conclusions: Our major conclusion is simply a reaffirmation of the general statement that perceptual organization is powerfully determined by expectations built upon past commerce with the environment. When such expectations are violated by the environment, the perceiver's behavior can be described as resistance to the recognition of the unexpected or incongruous The resistance manifests itself
- [Postman-Bruner-1948](https://www.dyslexia.com/reference/postman-bruner-1948/) - Abstract A study was made to discover the consequences for perceptual organization when the construction of a stable and meaningful environment is thwarted. Material was presented tachistoscopically to experimental and to control groups. After the initial series, the experimental group were subjected to perceptual frustration by very brief exposure time and criticism. The control group,
- [Bergmann-Hutzler-2005](https://www.dyslexia.com/reference/bergmann-hutzler-2005/) - Abstract The present study focused on early ERP differences between dyslexic and fluent readers which may reflect a deficit in letter string processing. We compared the ERPs of dyslexic and fluent readers (20 German-speaking boys in each group, age 13–14 years) in response to words and consonant strings. Due to the regularity of German orthography,
- [Niedbalski-2021](https://www.dyslexia.com/reference/niedbalski-2021/) - ABSTRACT In this paper I analyze the phenomenon of parents’ managing the stigma of their child’s disability. Using Erving Goffman’s concept of stigma, I point to its usefulness in understanding the management of stigma by parents of children with intellectual disability. I also stress the usefulness of the category of stigma in the context of
- [Liu-Schotten-2021](https://www.dyslexia.com/reference/liu-schotten-2021/) - Abstract Cognitive theories have been proposed to clarify the causes and symptoms of dyslexia. However, correlations between local network parameters of white matter connectivity and literacy skills remain poorly known. An unbiased hypothesis-free approach was adopted to examine the correlations between literacy symptoms (reading and spelling) and hub-based white matter networks’ connectivity parameters (nodal degree
- [Austin-Boucher-2021](https://www.dyslexia.com/reference/austin-boucher-2021/) - Abstract Despite strong theoretical and empirical evidence suggesting that word meaning knowledge plays a critical role in word reading, interventions for students with word reading difficulties and disabilities frequently target word reading instruction in isolation. This article bridges reading theory to practice by describing one approach to integrate word-meaning instruction within word-reading instruction to support
- [Stagg-Kiss-2021](https://www.dyslexia.com/reference/stagg-kiss-2021/) - Highlights • Extra-large letter spacing substantially increases reading speed in dyslexic students. • No reading benefit is found for dyslexic or non-dyslexic students for coloured overlay. • Extra-large letter spacing significantly reduces the number of words missed when reading. Abstract Background Coloured overlay and extra-large letter spacing may improve reading speed and accuracy in individuals
- [Yan-Jiang-2021](https://www.dyslexia.com/reference/yan-jiang-2021/) - Abstract Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting
- [Goranova-Olson-2021](https://www.dyslexia.com/reference/goranova-olson-2021/) - Abstract Objective: Individuals with dyslexia do not only show deficits with reading but are also less accurate in naming pictures. This has mainly been linked to prevalent phonological deficits. However, deficits in lexical retrieval of picture names could also be due to increased lexical-semantic competition. The present study tested whether adults with dyslexia (AwDs) are
- [Zoubrinetzky-Collet-2016](https://www.dyslexia.com/reference/zoubrinetzky-collet-2016/) - Abstract We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered
- [Georgiou-Martinez-2021](https://www.dyslexia.com/reference/georgiou-martinez-2021/) - Abstract Beyond the established difficulties of individuals with dyslexia in word recognition and spelling, it remains unclear how severe their difficulties in comprehension are. To examine this, we performed a meta-analytic review. A random-effects model analysis of data from 76 studies revealed a large deficit in reading comprehension in individuals with dyslexia compared to their
- [Franceschini-Trevisan-2017](https://www.dyslexia.com/reference/franceschini-trevisan-2017/) - Abstract Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to
- [Marsicano-Bertoni-2021](https://www.dyslexia.com/reference/marsicano-bertoni-2021/) - Developmental dyslexia (DD) is associated with an altered functionality of right-lateralized magnocellular-dorsal (MD) pathway, which would impact the processing of low spatial/high temporal frequencies stimuli such as global configurations and motion. Action video-games (AVG) training have been shown to improve reading skills in children with DD. However, it is not clear if AVG training can
- [Mense-Seerich-2021](https://www.dyslexia.com/reference/mense-seerich-2021/) - Decoding dyslexia / dyscalculia - How my child learns to control their dyslexia. By Katja Mense-Seerich When letters, numbers and other symbols suddenly do what they want, it becomes quite difficult to take part in class at school. How then, if letters simply disappear or hide behind one another and become black spots, or just
- [Gabay-2021](https://www.dyslexia.com/reference/gabay-2021/) - Highlights • Probabilistic learning and episodic memory tasks were examined in dyslexia. • Immediate feedback on choices harmed learning in the dyslexia group. • A temporal gap between choices and feedback enabled intact learning in dyslexia. • Episodic knowledge of feedback events was preserved in the dyslexia group. • Shifting the load from procedural to
- [Mazur-Palandre-2021](https://www.dyslexia.com/reference/mazur-palandre-2021/) - Abstract The main goal of this paper is to analyze written texts produced by monolingual French university students, with and without dyslexia. More specifically, we were interested in the linguistic characteristics of the words used during a written production and of the type of word errors. Previous studies showed that students with dyslexia have difficulties
- [Richards-Grabowski-2015](https://www.dyslexia.com/reference/richards-grabowski-2015/) - Highlights • We studied DTI structural white matter integrity and functional fMRI connectivity in children with dysgraphia and dyslexia. • There were significant differences between control group and both the dysgraphic and dyslexic groups in DTI parameters. • There were significant differences between control group and both the dysgraphic and dyslexic groups in functional connectivity.
- [Shanahan-2021](https://www.dyslexia.com/reference/shanahan-2021/) - ABSTRACT In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in
- [Mackenzie-2021](https://www.dyslexia.com/reference/mackenzie-2021/) - Breaking the Code centers on Cayden, a 12-year-old boy, who despite an amazing memory, is unable to read. Cayden becomes captivated by a series of lines called the “Multiverse Manuscript” that is displayed in a museum. He is driven to do something no one has been able to do before; decipher the lines and learn the
- [Radke-2015](https://www.dyslexia.com/reference/radke-2015/) - A fictional sweet romance, with humor, concerning a problem that many parents face. Kellen takes his son to Cougar Mountain to retrieve their escape artist collie, after a young woman finds the dog on the freeway. While he and his son are there, she helps his son learn to control his level of activity. She
- [Hamilton-Oganian-2021](https://www.dyslexia.com/reference/hamilton-oganian-2021/) - Highlights We recorded intracranial signals in human primary and nonprimary auditory cortex A superior temporal gyrus onset zone activates parallel to primary auditory areas Stimulation of superior temporal gyrus impairs speech perception Stimulation of primary auditory cortex does not affect speech perception Summary Speech perception is thought to rely on a cortical feedforward serial transformation
- [Cunningham-2021](https://www.dyslexia.com/reference/cunningham-2021/) - ABSTRACT Dyslexia is a learning disability that impairs reading, writing, and spelling and is estimated to affect 5-20% of people (Shaywitz, 1998; Shaywitz, 2003). Although dyslexia is a life-long disability that has no cure, evidence-based treatments are available for struggling students (Shaywitz, 2003). The earlier these interventions are implemented, the better the student outcomes (Alexander
- [Visanth-2001](https://www.dyslexia.com/reference/visanth-2001/) - Dyslexia refers to a difficulty in learning to read in a person who has good intelligence, strong motivation, and who has received appropriate teaching. School teachers can easily identify and take corrective measures for this type of learning disorders. By considering this the researcher investigates the effectiveness of self- instructional module regarding dyslexia and Davis
- [Rijthoven-Kleemans-2021](https://www.dyslexia.com/reference/rijthoven-kleemans-2021/) - Abstract We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the
- [Nachson-Farah-2020](https://www.dyslexia.com/reference/nachson-farah-2020/) - Introduction: Dyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related to emotional processing.
- [Austin-Vaughn-2021](https://www.dyslexia.com/reference/austin-vaughn-2021/) - ABSTRACT This within-subjects experimental study investigated the relative effects of word reading and word meaning instruction (WR+WM) compared to word-reading instruction alone (WR) on the accuracy, fluency, and word meaning knowledge of 4th-5th graders with dyslexia. We matched word lists on syllables, phonemes, frequency, number of definitions, and concreteness. We assigned half the words to WR
- [Khoshroo-Rezaei-2021](https://www.dyslexia.com/reference/khoshroo-rezaei-2021/) - Comparative group study of 10 dyslexic boys in grade 2, randomly assigned to either a Davis intervention or traditional intervention group. The Davis group showed significantly greater improvement at post-test.
- [Serniclaes-Lopez-2021](https://www.dyslexia.com/reference/serniclaes-lopez-2021/) - Research highlights Spanish children with dyslexia exhibit a general deficit in the perception of the voicing feature on three different VOT continua (ba/pa, de/te, and di/ti). These children also exhibit a higher sensitivity in the discrimination of allophonic features, but only for the stimulus continuum that was based on a nonlexical contrast (ba/pa). Fitting a
- [Debska-Luniewska-2021](https://www.dyslexia.com/reference/debska-luniewska-2021/) - Research highlights ● This study tested the (co)existence of cognitive deficits in dyslexia in phonological awareness, rapid naming, visual and selective attention, auditory skills, and implicit learning. ● The most frequent deficits in Polish children with dyslexia included a phonological (51%) and a rapid naming deficit (26%), which coexisted in 14% of children. ● Despite
- [Habib-2021](https://www.dyslexia.com/reference/habib-2021/) - Abstract In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373–2399), I proposed an “extended temporal processing deficit hypothesis of dyslexia”, suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of
- [Obidzinski-Nieznanski-2017](https://www.dyslexia.com/reference/obidzinski-nieznanski-2017/) - Abstract The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint
- [Theodoridou-Christodoulides-2021](https://www.dyslexia.com/reference/theodoridou-christodoulides-2021/) - Abstract Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual’s risk of developing DD. In DD, as in most complex phenotypes, the presence of a genetic mutation fails to explain
- [Kosciessa-Lindenberger-2021](https://www.dyslexia.com/reference/kosciessa-lindenberger-2021/) - Abstract Knowledge about the relevance of environmental features can guide stimulus processing. However, it remains unclear how processing is adjusted when feature relevance is uncertain. We hypothesized that (a) heightened uncertainty would shift cortical networks from a rhythmic, selective processing-oriented state toward an asynchronous (“excited”) state that boosts sensitivity to all stimulus features, and that
- [Auwera-Vandermosten-2021](https://www.dyslexia.com/reference/auwera-vandermosten-2021/) - Abstract Although the neural basis of dyslexia has intensively been investigated, results are still unclear about the existence of a white matter deficit in the arcuate fasciculus (AF) throughout development. To unravel this ambiguity, we examined the difference in fractional anisotropy (FA) of the AF between children developing dyslexia and children developing typical reading skills
- [Araujo-Bramao-2012](https://www.dyslexia.com/reference/araujo-bramao-2012/) - Abstract In this study, event related potentials (ERPs) were used to investigate the extent to which dyslexics (aged 9-13 years) differ from normally reading controls in early ERPs, which reflect prelexical orthographic processing, and in late ERPs, which reflect implicit phonological processing. The participants performed an implicit reading task, which was manipulated in terms of
- [Carioti-Masia-2021](https://www.dyslexia.com/reference/carioti-masia-2021/) - Abstract Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018
- [Christodoulides-Zakopoulou-2021](https://www.dyslexia.com/reference/christodoulides-zakopoulou-2021/) - Abstract Dyslexia is one of the most frequent specific learning disorders which has often been associated with deficits in phonological awareness mainly caused by auditory and visual inabilities to recognize and discriminate phonemes and graphemes within words. Neuroimaging techniques like EEG recordings have been widely used to assess hemispheric differences in brain activation between students
- [Katzir-Kim-Wolf-2006rw](https://www.dyslexia.com/reference/katzir-wolf-2006rw/) - Abstract The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word
- [Brem-Maurer-2020](https://www.dyslexia.com/reference/brem-maurer-2020/) - Abstract The visual word form area (VWFA) in the left ventral occipito-temporal (vOT) cortex is key to fluent reading in children and adults. Diminished VWFA activation during print processing tasks is a common finding in subjects with severe reading problems. Here, we report fMRI data from a multicentre study with 140 children in primary school
- [Vender-Melloni-2021](https://www.dyslexia.com/reference/vender-melloni-2021/) - Abstract Phonological awareness is a complex and multifaceted skill which plays an essential role in the development of an individual’s language and literacy abilities. Phonological skills are indeed dramatically impaired in people with dyslexia, at any age and across languages, whereas their development in bilinguals is less clear. In addition, the interaction between bilingualism and
- [Massarwe-Nissan-2021](https://www.dyslexia.com/reference/massarwe-nissan-2021/) - Abstract Objectives:According to the Procedural Deficit Hypothesis, abnormalities in corticostriatal pathways could account for the language-related deficits observed in developmental dyslexia. The same neural network has also been implicated in the ability to learn contingencies based on trial and error (i.e., reinforcement learning [RL]). On this basis, the present study tested the assumption that
- [Boer-Bergen-2015](https://www.dyslexia.com/reference/boer-bergen-2015/) - Abstract Visual attention span, the number of orthographic units that can be processed at a glance, has been shown to predict reading performance in orthographically opaque languages (i.e., French and English), independent from phonological awareness. Whether this relation is also found in Dutch, a more transparent orthography, was examined in two studies. Two unresolved issues
- [Rahul-Ponniah-2021](https://www.dyslexia.com/reference/rahul-ponniah-2021/) - Abstract There is a growing interest in understanding dyslexia and the mechanisms involved in reading difficulties. Inquiries into the morphological and physiological changes of the brain have contributed to our increased understanding of reading ability and dyslexia. Similarly, inquiries into brain chemistry and reading provide a neurometabolic framework of dyslexia in terms of poor reading
- [Toffalini-Giofre-2021](https://www.dyslexia.com/reference/toffalini-giofre-2021/) - Abstract 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 treatment efficacy was modest, with a mean standardized difference of 0.38. Small true effects, combined with the difficulty to recruit large samples, seriously challenge researchers planning to
- [George-Martinez-2021](https://www.dyslexia.com/reference/george-martinez-2021/) - Abstract The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in
- [Franzen-Stark-2021](https://www.dyslexia.com/reference/franzen-stark-2021/) - Abstract Individuals with dyslexia present with reading-related deficits including inaccurate and/or less fluent word recognition and poor decoding abilities. Slow reading speed and worse text comprehension can occur as secondary consequences of these deficits. Reports of visual symptoms such as atypical eye movements during reading gave rise to a search for these deficits’ underlying mechanisms.
- [Abadzi-2019](https://www.dyslexia.com/reference/abadzi-2019-2/) - Abstract There are about 750 million adult illiterates who in principle could learn fluent reading. However, adult literacy programs have performed poorly. Various social and operational reasons may be responsible. This paper explores the role of some neurocognitive reasons in adult performance. Automatic readers of a script detect letters and words effortlessly and involuntarily. Adults
- [Romani-DiBetta-2008](https://www.dyslexia.com/reference/romani-dibetta-2008/) - Abstract In a group of adult dyslexics word reading and, especially, word spelling are predicted more by what we have called lexical learning (tapped by a paired-associate task with pictures and written nonwords) than by phonological skills. Nonword reading and spelling, instead, are not associated with this task but they are predicted by phonological tasks. Consistently, surface
- [Stevens-Austin-2021](https://www.dyslexia.com/reference/stevens-austin-2021/) - Abstract Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading
- [Cecil-Brunst-2021](https://www.dyslexia.com/reference/cecil-brunst-2021/) - Highlights • An executive function-based reading intervention is related to an increased reading ability in children. • Greater “gains” in word reading were associated with low GLX, Glu, Cr, and NAA concentrations for children with dyslexia compared to typical readers. • This study supports the extension of the neural noise hypothesis in dyslexia also to
- [Lambert-Harris-2020](https://www.dyslexia.com/reference/lambert-harris-2020/) - Using neurodiversity as our theoretical framework, rather than a deficit or medical model, we analyze the narratives of five dyslexic research mathematicians to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 3 themes: 1) highly visual and intuitive ways of mathematical thinking, 2) pronounced issues with
- [Araujo-Faisca-2014](https://www.dyslexia.com/reference/araujo-faisca-2014/) - Abstract The aim of the present study was to investigate whether reading failure in the context of an orthography of intermediate consistency is linked to inefficient use of the lexical orthographic reading procedure. The performance of typically developing and dyslexic Portuguese‐speaking children was examined in a lexical decision task, where the stimulus lexicality, word frequency
- [Nguyen-Kolbe-2021](https://www.dyslexia.com/reference/nguyen-kolbe-2021/) - Highlights • Visual search efficiency correlates with reading ability in children. • Left/right visual cortical size asymmetry relates to reading ability in children. • Our findings suggest a deficit in visuospatial attention in dyslexia. Abstract: Dyslexia is characterised by poor reading ability. Its aetiology is probably multifactorial, with abnormal visual processing playing an important role.
- [Parrila-Georgiou-2020](https://www.dyslexia.com/reference/parrila-georgiou-2020/) - Abstract Studies in consistent orthographies using reading‐level (RL) match design have produced conflicting results, possibly because of problems with general ability and RL matching in many studies. We matched the participants on both verbal and nonverbal ability and on reading tasks with no ceiling effects and compared the performance of Grades 4 and 6 Greek‐speaking
- [Engelhardt-Yuen-2021](https://www.dyslexia.com/reference/engelhardt-yuen-2021/) - Abstract Individuals with dyslexia show deficits in phonological abilities, rapid automatized naming, short-term/working memory, processing speed, and some aspects of sensory and visual processing. There is currently one report in the literature that individuals with dyslexia also show impairments in linguistic prediction. The current study sought to investigate prediction in language processing in dyslexia. Forty-one
- [Momeni-Malekpour-2018](https://www.dyslexia.com/reference/momeni-malekpour-2018/) - Comparative group study of 45 dyslexic first and second-grade students. Students were assigned to experimental groups receiving either Davis Dyslexia based intervention or a neuropsychological intervention, or to a control group receiving no specialized intervention.
- [Ozernov‐Palchik-Gaab-2016](https://www.dyslexia.com/reference/ozernov‐palchik-gaab-2016/) - Abstract Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5–17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre‐reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that
- [Lazzaro-Bertoni-2021](https://www.dyslexia.com/reference/lazzaro-bertoni-2021/) - Abstract Dyslexia is a neurodevelopmental disorder with an atypical activation of posterior left-hemisphere brain reading networks (i.e., temporo-occipital and temporo-parietal regions) and multiple neuropsychological deficits. Transcranial direct current stimulation (tDCS) is a tool for manipulating neural activity and, in turn, neurocognitive processes. While studies have demonstrated the significant effects of tDCS on reading, neurocognitive changes
- [Jacobs-Newton-2021](https://www.dyslexia.com/reference/jacobs-newton-2021/) - Abstract People with dyslexia have been found to prefer spatial over verbal strategies when performing word‐based syllogistic reasoning tasks that require self‐generated responses. The current research investigated whether this was also the case for pictorially based syllogisms, when responses were required to either concrete or abstract stimuli, and when multiple‐choice answers were presented. Adults with
- [Subramaniam-Nasir-2020](https://www.dyslexia.com/reference/subramaniam-nasir-2020/) - Abstract This research is conducted to examine the problem of letters reversal among dyslexic pupils. The purpose of this study is to describe the multisensory therapy to solve the problem. The study sample consisted of ten dyslexic pupils from Malaysia Dyslexia Association at Ampang, Kuala Lumpur who have serious letters reversal problems. In this study,
- [Ozernov_Palchik-Centanni-2021](https://www.dyslexia.com/reference/ozernov_palchik-centanni-2021/) - Abstract Reading comprehension is a complex task that depends on multiple cognitive and linguistic processes. According to the updated Simple View of Reading framework, in adults, individual variation in reading comprehension can be largely explained by combined variance in three component abilities: (1) decoding accuracy, (2) fluency, and (3) language comprehension. Here we asked whether
- [John-Adubasim-2019](https://www.dyslexia.com/reference/john-adubasim-2019/) - Abstract Different neurological Conditions that result from a disorder in a particular part of the brain may co-occur. Dyslexia is a specific learning difficulty which is neurological in nature and comorbid with other neurological conditions. Several studies have shown that this apparent co- occurrence is expected between dyslexia, Dyscalculia, Dysgraphia as well as Attention Deficit
- [Subramaniam-Kunasegran-2019](https://www.dyslexia.com/reference/subramaniam-kunasegran-2019/) - ABSTRACT This study focuses on visual dyslexia symptoms shown by students whom have been formally diagnosed clinically with dyslexia. The researcher carried out this study by conducting observations in classrooms, interviews with parents and teachers from the place of study and handing out questionnaires. To further strengthen the validation of study, the researcher has chosen
- [Doignon-Seigneuric-2013](https://www.dyslexia.com/reference/doignon-seigneuric-2013/) - Abstract To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in dyslexics, we utilized the illusory conjunction paradigm to
- [Gurunandan-Arnaez-Telleria-2020](https://www.dyslexia.com/reference/gurunandan-arnaez-telleria/) - Abstract Functional specialization and plasticity are fundamental organizing principles of the brain. Since the mid-1800s, certain cognitive functions have been known to be lateralized, but the provenance and flexibility of hemispheric specialization remain open questions. Language is a uniquely human phenomenon that requires a delicate balance between neural specialization and plasticity, and language learning offers
- [Gori-Facoetti-2013](https://www.dyslexia.com/reference/gori-facoetti-2013/) - Highlights • Perceptual learning (PL) was found useful in clinical populations. • Developmental dyslexia (DD) is considered a letter-to-speech sound integration deficit. • Surprisingly, to date, few studies attempted to link DD to the PL. • We propose to use PL to train individuals with DD. Abstract Learning to read is extremely difficult for about
- [Li-Osher-2020](https://www.dyslexia.com/reference/li-osher-2020/) - Abstract What determines the functional organization of cortex? One hypothesis is that innate connectivity patterns, either structural or functional connectivity, set up a scaffold upon which functional specialization can later take place. We tested this hypothesis by asking whether the visual word form area (VWFA), an experience-driven region, was already functionally connected to proto language
- [Langer-Peysakhovich-2017](https://www.dyslexia.com/reference/langer-peysakhovich-2017/) - Abstract Developmental dyslexia (DD) is a heritable condition characterized by persistent difficulties in learning to read. White matter alterations in left-lateralized language areas, particularly in the arcuate fasciculus (AF), have been observed in DD, and diffusion properties within the AF correlate with (pre-)reading skills as early as kindergarten. However, it is unclear how early these
- [Raschle-Zuk-2012](https://www.dyslexia.com/reference/raschle-zuk-2012/) - Abstract Individuals with developmental dyslexia (DD) show a disruption in posterior left-hemispheric neural networks during phonological processing. Additionally, compensatory mechanisms in children and adults with DD have been located within frontal brain areas. However, it remains unclear when and how differences in posterior left-hemispheric networks manifest and whether compensatory mechanisms have already started to develop
- [Marbach-Grande-2013](https://www.dyslexia.com/reference/marbach-grande-2013/) - Highlights • Dyslexia subtypes have a neurophysiological repercussion. • Dyslexia subtypes are associated with distinct left fronto-parietal brain activation. • All dyslexics vs. controls show enhanced activation in right cerebellum. Abstract Developmental dyslexia can be distinguished as different cognitive subtypes with and without phonological deficits. However, despite some general agreement on the neurobiological basis of
- [Nariwah-2016](https://www.dyslexia.com/reference/nariwah-2016/) - ABSTRACT This concept paper reviews the effectiveness of the Davis Dyslexia Correction Model application in learning of dyslexic children. It is an alternative teaching model that highlights three key procedures which helps dyslexic children in reading and spelling activities. Implementation of the learning and teaching process through orientation counseling sessions, symbol mastery, and reading exercises exercises) in this program have an
- [Garvin-Khrishnan-2020](https://www.dyslexia.com/reference/garvin-khrishnan-2020/) - Abstract People are willing to spend time and money to receive information and content they are curious about, such as answers to trivia questions, suggesting they find information per se rewarding. Further, in neurotypical adults, states of high curiosity, and high satisfaction with the information received, are known to enhance learning and memory of information encountered
- [Sturm-Roy-2020](https://www.dyslexia.com/reference/sturm-roy-2020/) - Highlights • Autonomic reactivity and facial behavior during emotions are elevated in dyslexia. • Emotional reactivity relates to stronger salience network hubs connectivity. • Emotional reactivity correlates with greater social skills, anxiety, and depression. Abstract Dyslexia is a neurodevelopmental disorder mainly defined by reading difficulties. During reading, individuals with dyslexia exhibit hypoactivity in left-lateralized language
- [Siegel-Share-1995](https://www.dyslexia.com/reference/siegel-share-1995/) - Abstract The purpose of this study was to assess the development of both phonological and orthographic skills in normally achieving and dyslexic readers The subjects were 257 dyslexic and 342 normally achieving readers, matched at eight reading levels They were administered the Woodcock (1987) Word Attack Subtest, a measure of phonological skills requiring the reading
- [Liebenthal-Silbersweig-2016](https://www.dyslexia.com/reference/liebenthal-silbersweig-2016/) - Rapid assessment of emotions is important for detecting and prioritizing salient input. Emotions are conveyed in spoken words via verbal and non-verbal channels that are mutually informative and unveil in parallel over time, but the neural dynamics and interactions of these processes are not well understood. In this paper, we review the literature on emotion
- [Mitchell-Elliott-2003](https://www.dyslexia.com/reference/mitchell-elliott-2003/) - Abstract Prosody is an important feature of language, comprising intonation, loudness, and tempo. Emotional prosodic processing forms an integral part of our social interactions. The main aim of this study was to use bold contrast fMRI to clarify the normal functional neuroanatomy of emotional prosody, in passive and active contexts. Subjects performed six separate scanning
- [Taskov-Dushanova-2020](https://www.dyslexia.com/reference/taskov-dushanova-2020/) - Abstract Electroencephalographic studies using graph-theoretic analysis have found aberrations in functional connectivity in dyslexics. How visual nonverbal training (VT) can change the functional connectivity of the reading network in developmental dyslexia is still unclear. We studied differences in the local and global topological properties of functional reading networks between controls and dyslexic children before and
- [Broeck-Geudens-2012](https://www.dyslexia.com/reference/broeck-geudens-2012/) - Abstract Theoretical and computational models of reading have traditionally been informed by specific characteristics of disabled readers. One of the most frequently studied marker effects of developmental dyslexia is the nonword-reading deficit. Disabled readers are generally believed to show a specific problem in reading nonwords. This study presents a survey of frequently cited methods used
- [Powell-Atkinson-2020](https://www.dyslexia.com/reference/powell-atkinson-2020/) - Abstract It is well established that phonological awareness (PA) and rapid automatized naming (RAN) tasks reliably predict children’s developing word reading abilities across a wide range of languages. However, existing research has not yet demonstrated unequivocally whether RAN and PA are independently and causally linked to reading, nor has it fully explored the underlying cognitive
- [Prestidge-2020](https://www.dyslexia.com/reference/prestidge-2020/) - Abstract Dyslexic thinkers make up approximately ten percent of the population. Of those classified as dyslexic respective strengths and weaknesses can vary significantly from individual to individual. The perceptions that surround dyslexia are much the same and are crucial in determining the support and assistance dyslexic thinkers receive in the New Zealand Education System. The
- [Szadokierski-Burns-2017](https://www.dyslexia.com/reference/szadokierski-burns-2017/) - Abstract The current study used the learning hierarchy/instructional hierarchy phases of acquisition and fluency to predict intervention effectiveness based on preintervention reading skills. Preintervention reading accuracy (percentage of words read correctly) and rate (number of words read correctly per minute) were assessed for 49 second- and third-grade students who then participated in a brief experimental
- [Lobier-Peyrin-2014](https://www.dyslexia.com/reference/lobier-peyrin-2014/) - Abstract The visual attention (VA) span deficit hypothesis of developmental dyslexia posits that impaired multiple element processing can be responsible for poor reading outcomes. In VA span impaired dyslexic children, poor performance on letter report tasks is associated with reduced parietal activations for multiple letter processing. While this hints towards a non-specific, attention-based dysfunction, it
- [Law-Vandermosten-2014](https://www.dyslexia.com/reference/law-vandermosten-2014/) - The relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia.
- [Shaul-Rom-2019](https://www.dyslexia.com/reference/shaul-rom-2019/) - ABSTRACT The present study compared the semantic processing of pictures and words by dyslexics to that of typical readers utilizing the electro-physiological (ERP) technique during a semantic categorization decision task. ERPs of 40 university students, 20 typical readers and 20 dyslexic readers were recorded while they participated in a categorization decision task. The subjects were
- [Berends-Reitsma-2006](https://www.dyslexia.com/reference/berends-reitsma-2006/) - Abstract In two experimental training studies we examined the hypothesis that an emphasis on the meaning of a word is more effective than merely focusing on the orthography to increase reading fluency. Reading delayed children from Grade 1 (mean age = 7.3 years) and two groups from Grade 2 (mean age = 8.3 and 7.8
- [Pecher-2001](https://www.dyslexia.com/reference/pecher-2001/) - Abstract Feedback semantics refers to whether a specific meaning can be represented by only one word (consistent) or by several words (inconsistent)—that is, whether a word has synonyms (e.g.,jail) or not (e.g.,milk). Models of word perception that allow feedback activation from semantics to orthography and phonology predict that performance should be worse for words that are
- [Pagliarini-Scocchia-2020](https://www.dyslexia.com/reference/pagliarini-scocchia-2020/) - Abstract Developmental Dyslexia (DD) is a learning disorder characterized by specific difficulties in learning to read accurately and fluently, which has been generally explained in terms of phonological deficits. Recent research has shown that individuals with DD experience timing difficulties in the domains of language, music perception and motor control, probably due to impaired rhythmic perception,
- [Al-Dahhan-Kirby-2020](https://www.dyslexia.com/reference/al-dahhan-kirby-2020/) - Abstract We examined naming speed performance of 18 typically-achieving and 16 dyslexic adults while simultaneously recording eye movements, articulations, and fMRI data. Naming speed tasks, which require participants to name a list of letter or objects, have been proposed as a proxy for reading and are thought to recruit similar reading networks in the left-hemisphere
- [Milne-Nicholson-2003](https://www.dyslexia.com/reference/milne-nicholson-2003/) - Abstract Lexical access and phonological decoding were tested in 100 normal adult readers and 21 adult dyslexic individuals. Within the dyslexic sample, 11 dysphonetic dyslexic and 10 dyseidetic dyslexic participants were classified on the basis of spelling patterns. In the 1st experiment, adult dyseidetic readers showed a marked deficit on the lexical-access decision task in
- [Wimmer-Schurtz-2010](https://www.dyslexia.com/reference/wimmer-schurtz-2010/) - Abstract This article summarizes our research on the manifestation of dyslexia in German and on cognitive deficits, which may account for the severe reading speed deficit and the poor orthographic spelling performance that characterize dyslexia in regular orthographies. An only limited causal role of phonological deficits (phonological awareness, phonological STM, and rapid naming) for the
- [Peer-Lyon-2014](https://www.dyslexia.com/reference/peer-lyon-2014/) - Highlights • Orientation is a central cognitive faculty, which is neglected in current research. • Orientation in time, space, and person may rely on similar cognitive mechanisms. • States of disorientation can be classified as self-referenced/nonself-referenced. • Epileptic seizures may induce circumscribed or general disorientation states. • Disorientation appears to rely on a network of
- [Shore-Spry-2002](https://www.dyslexia.com/reference/shore-spry-2002/) - Abstract: Observers made temporal order judgements (TOJs) regarding which of two tactile stimuli presented to either hand (at stimulus onset asynchronies of up to 200 ms) occurred first. When the observers’ hands were placed in an uncrossed posture (i.e., each hand in its own hemispace), performance was accurate, with a just noticeable difference (JND; the
- [Scharnowski-Hutton-2012](https://www.dyslexia.com/reference/scharnowski-hutton-2012/) - Abstract Perception depends on the interplay of ongoing spontaneous activity and stimulus-evoked activity in sensory cortices. This raises the possibility that training ongoing spontaneous activity alone might be sufficient for enhancing perceptual sensitivity. To test this, we trained human participants to control ongoing spontaneous activity in circumscribed regions of retinotopic visual cortex using real-time functional
- [Heim-Grande-2010](https://www.dyslexia.com/reference/heim-grande-2010/) - Abstract Recent theories of developmental dyslexia explain reading deficits in terms of deficient phonological awareness, attention, visual and auditory processing, or automaticity. Since dyslexia has a neurobiological basis, the question arises how the reader's proficiency in these cognitive variables affects the brain regions involved in visual word recognition. This question was addressed in two fMRI
- [Illingworth-Bishop-2009](https://www.dyslexia.com/reference/illingworth-bishop-2009/) - Abstract: Functional transcranial Doppler ultrasound (fTCD) is a relatively new and non-invasive technique that assesses cerebral lateralisation through measurements of blood flow velocity in the middle cerebral arteries. In this study fTCD was used to compare functional asymmetry during a word generation task between a group of 30 dyslexic adults and a group of 30
- [Deacon-Parrila-2006](https://www.dyslexia.com/reference/deacon-parrila-2006/) - Abstract We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such
- [Price‐Mohr-2018](https://www.dyslexia.com/reference/price‐mohr-2018/) - Abstract This paper presents data from a quasi‐experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5–6, and considered to be falling behind their peers in reading ability and a matched control group. There were
- [Jenkins-Peyton-2004](https://www.dyslexia.com/reference/jenkins-peyton-2004/) - Abstract At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30
- [Reis-Araujo-2020](https://www.dyslexia.com/reference/reis-araujo-2020/) - Abstract An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from
- [Aravena-Tijms-2009](https://www.dyslexia.com/reference/aravena-tijms-2009/) - Abstract In this chapter we will engage in a theoretical quest for ways to ameliorate reading fluency in dyslexics. In the first section we will provide an overview of research on dyslexia and dyslexia treatment and we will discuss the limitations of traditional interventions to ameliorate the poor reading fluency of dyslexic children. In the
- [Facoetti-Corradi-2010](https://www.dyslexia.com/reference/facoetti-corradi-2010/) - Abstract Phonological skills are foundational of reading acquisition and impaired phonological processing is widely assumed to characterize dyslexic individuals. However, reading by phonological decoding also requires rapid selection of sublexical orthographic units through serial attentional orienting, and recent studies have shown that visual spatial attention is impaired in dyslexic children. Our study investigated these different
- [Franzen-Stark-2020](https://www.dyslexia.com/reference/franzen-stark-2020/) - Abstract Individuals with dyslexia present with reading-related deficits including slow reading speed, and worse text comprehension and word encoding. Reports of visual symptoms such as atypical eye movements during reading gave rise to a search for these deficits’ underlying mechanisms. This study sought to replicate established behavioural deficits in reading and cognitive processing speed while
- [Share-2008](https://www.dyslexia.com/reference/share-2008/) - Abstract In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by this "outlier" orthography, the author
- [O’Brien-Wolf-2011](https://www.dyslexia.com/reference/obrien-wolf-2011/) - Abstract Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated orthographic
- [Everatt-Warner-1997](https://www.dyslexia.com/reference/everatt-warner-1997/) - Abstract An experiment is reported in which dyslexics (on average ten‐and‐a‐half years old) showed marked Stroop interference of a colour word on the naming of a colour. This interference was larger than that shown by control subjects matched for chronological age, but not larger than that experienced by a group of control subjects matched for
- [Faccioli-Peru-2008](https://www.dyslexia.com/reference/faccioli-peru-2008/) - Abstract We studied a group of 24 children with dyslexia in second to fifth primary school grades by using a discrete-trial computerized version of the Stroop Color-Word Test. Since the classic Stroop effect depends on the interference of reading with color naming, one would expect these children to show no interference or, at least, less
- [Kapoula-Le-2010](https://www.dyslexia.com/reference/kapoula-le-2010/) - Abstract The Stroop test enables interference between color naming and reading to be studied. Protopapas et al. (2007) reported more errors in an interference task and longer reaction times in 12.5-year-old dyslexics; also more Stroop interference with lower reading skills. The present study uses a version of the Stroop with four color cards and aims
- [Proulx-Elmasry-2015](https://www.dyslexia.com/reference/proulx-elmasry-2015/) - Abstract Prior research on developmental dyslexia using Stroop tasks with young participants has found increased interference in participants with dyslexia relative to controls. Here we extend these findings to adult participants, and introduce a novel test of Stroop incongruity, whereby the color names appeared on an object colored in the incongruent color. The results imply
- [Protopapas-Archonti-2007](https://www.dyslexia.com/reference/protopapas-archonti-2007/) - Abstract Stroop interference is often taken as evidence for reading automaticity even though young and poor readers, who presumably lack reading automaticity, present strong interference. Here the relationship between reading skills and Stroop interference was studied in a 7th-grade sample. Greater interference was observed in children diagnosed with reading disability (dyslexia) than in unimpaired children. Moreover, poorer
- [Hicks-Jackson-1981](https://www.dyslexia.com/reference/hicks-jackson-1981/) - ABSTRACT 40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by the British Ability Scale. A negative linear relationship emerged, such that greater reading proficiency was associated with less interference. This result is discussed in the context of LaBerge and
- [Pennington-Santerre-Lemmon-2012](https://www.dyslexia.com/reference/pennington-santerre-lemmon/) - Abstract The overall goals of this study were to test single versus multiple cognitive deficit models of dyslexia (reading disability) at the level of individual cases and to determine the clinical utility of these models for prediction and diagnosis of dyslexia. To accomplish these goals, we tested five cognitive models of dyslexia--two single-deficit models, two
- [Viersen-Bree-2019](https://www.dyslexia.com/reference/viersen-bree-2019/) - ABSTRACT Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanism based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk
- [Snowling-Gallagher-2003](https://www.dyslexia.com/reference/snowling-gallagher-2003/) - Abstract The development of 56 children at family risk of dyslexia was followed from the age of 3 years, 9 months to 8 years. In the high‐risk group, 66% had reading disabilities at age 8 years compared with 13% in a control group from similar, middle‐class backgrounds. However, the family risk of dyslexia was continuous,
- [Catts-Nielsen-2015](https://www.dyslexia.com/reference/catts-nielsen-2015/) - Abstract Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were administered
- [Paulesu-Danelli-2014](https://www.dyslexia.com/reference/paulesu-danelli-2014/) - Abstract Developmental dyslexia has been the focus of much functional anatomical research. The main trust of this work is that typical developmental dyslexics have a dysfunction of the phonological and orthography to phonology conversion systems, in which the left occipito-temporal cortex has a crucial role. It remains to be seen whether there is a systematic
- [Janaarthanan-Kannan-2020](https://www.dyslexia.com/reference/janaarthanan-kannan-2020/) - Comments Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding) Also called reading disability, dyslexia affect areas of the brain that process language. People with dyslexia have normal intelligence and commonly have ordinary vision. Most youngsters with dyslexia can
- [Fernandes-Vale-2014](https://www.dyslexia.com/reference/fernandes-vale-2014/) - Abstract To clarify the link between anomalous letter processing and developmental dyslexia, we examined the impact of surrounding contours on letter vs. pseudo-letter processing by three groups of children - phonological dyslexics and two controls, one matched for chronological age, the other for reading level - and three groups of adults differing by schooling and
- [Elliott-2020](https://www.dyslexia.com/reference/elliott-2020/) - Abstract The author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in impoverished practice in schools, social inequity in both understanding and provision for many struggling readers, and ultimately, reduced life chances
- [Meehan-Fawcett-2020](https://www.dyslexia.com/reference/meehan-fawcett-2020/) - ABSTRACT In this study, 17 students who experience dyslexia, and were engaged in a business studies course at degree level or above were recruited from two universities to participate in this semi-structured interview study on entrepreneurship. The four questions addressed included their strengths and characteristics, the obstacles they anticipated, and what further skills they needed
- [Shulver-Badcock-2020](https://www.dyslexia.com/reference/shulver-badcock-2020/) - Abstract We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading
- [Catts-McIlraith-2017](https://www.dyslexia.com/reference/catts-mcilraith-2017/) - Abstract Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness
- [Meri-Farah-2020](https://www.dyslexia.com/reference/meri-farah-2020/) - Highlights • Decreased accuracy and slower reaction times in sentence reading in dyslexia vs typical readers. • Decreased functional connectivity in EF networks in children with dyslexia. • EF networks are equally involved in sentence and word reading in dyslexia and unequally in typical readers. Abstract Introduction Executive functions (EF) include cognitive processes that support
- [Snowling-Hulme-2020](https://www.dyslexia.com/reference/snowling-hulme-2020/) - ABSTRACT Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty – specific meaning that the difficulty
- [Caldani-Gerard-2020](https://www.dyslexia.com/reference/caldani-gerard-2020/) - Abstract Dyslexia is a specific disorder in reading abilities. The aim of this study was to explore whether a short visual attentional training could improve reading capabilities in children with reading disorders by changing their oculomotor characteristics. Two groups (G1 and G2) of 25 children with reading disabilities and who are matched in IQ (intelligence
- [Simone-Facoetti-2014](https://www.dyslexia.com/reference/simone-facoetti-2014/) - Highlights • Perceptual learning (PL) was found useful in clinical populations. • Developmental dyslexia (DD) is considered a letter-to-speech sound integration deficit. • Surprisingly, to date, few studies attempted to link DD to the PL. • We propose to use PL to train individuals with DD. Abstract Learning to read is extremely difficult for about
- [Fraga Gonzalez-Zaric-2014](https://www.dyslexia.com/reference/fraga-gonzalez-zaric/) - Abstract The specialization of visual brain areas for fast processing of printed words plays an important role in the acquisition of reading skills. Dysregulation of these areas may be among the deficits underlying developmental dyslexia. The present study examines the specificity of word activation in dyslexic children in 3rd grade by comparing early components of
- [Araujo-Faisca-2016](https://www.dyslexia.com/reference/araujo-faisca-2016/) - Highlights • Visual naming deficits in dyslexia. • Suboptimal integration and mapping of perceptual information to a form-specific percept in memory in dyslexia. • Intact integration of semantic similarities. • Deviant, atypical, phonological processing in dyslexic readers. Abstract Naming speed deficits are well documented in developmental dyslexia, expressed by slower naming times and more errors
- [Schulte-Korne-Bruder-2010](https://www.dyslexia.com/reference/schulte-korne-bruder/) - Abstract Neurophysiological studies on children and adults with dyslexia provide a deeper understanding of how visual and auditory processing in dyslexia might relate to reading deficits. The goal of this review is to provide an overview of research findings in the last two decades on motion related and contrast sensitivity visual evoked potentials and on auditory event related potentials to basic
- [Rajalingham-Kar-2020](https://www.dyslexia.com/reference/rajalingham-kar-2020/) - Abstract The ability to recognize written letter strings is foundational to human reading, but the underlying neuronal mechanisms remain largely unknown. Recent behavioral research in baboons suggests that non-human primates may provide an opportunity to investigate this question. We recorded the activity of hundreds of neurons in V4 and the inferior temporal cortex (IT) while
- [Gori-Facoetti-2015](https://www.dyslexia.com/reference/gori-facoetti-2015/) - Abstract Developmental dyslexia (DD) is the most common neurodevelopmental disorder (about 10% of children across cultures) characterized by severe difficulties in learning to read. According to the dominant view, DD is considered a phonological processing impairment that might be linked to a cross-modal, letter-to–speech sound integration deficit. However, new theories—supported by consistent data—suggest that mild
- [Hanley-2017](https://www.dyslexia.com/reference/hanley-2017/) - Abstract Purpose of Review It is generally agreed that there are individual differences in the severity of the reading deficit in dyslexia. The purpose of this review is to discuss whether recent research strengthens claims that there are also qualitative differences in the type of reading impairment that individual dyslexic children experience. Recent Findings Recent research suggests
- [Wybrow-Hanley-2015](https://www.dyslexia.com/reference/wybrow-hanley-2015/) - Abstract Previous investigations of the incidence of developmental surface and phonological dyslexia using reading-age-matched control groups have identified many more phonological dyslexics (poor nonword reading relative to irregular-word reading) than surface dyslexics (poor irregular-word reading relative to nonword reading). However, because the measures that have been used to estimate reading age include irregular-word reading ability,
- [Borleffs-Maassen-2019](https://www.dyslexia.com/reference/borleffs-maassen-2019/) - Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic
- [Katzir-Kim-2006](https://www.dyslexia.com/reference/katzir-kim-2006/) - Abstract This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried
- [Nguyen-DelTufo-2020](https://www.dyslexia.com/reference/nguyen-deltufo-2020/) - ABSTRACT Reading fluency undoubtedly underlies reading competence; yet, the role of executive functions (EFs) is less well understood. Here, we investigated the relation between children’s reading fluency and EF. Children’s (n = 82) reading and language performance was determined by standardized assessments and EF by parental questionnaire. Results revealed that the production of more miscues was
- [Elhassan-Crewther-2017](https://www.dyslexia.com/reference/elhassan-crewther-2017/) - Abstract: Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9–12 years). On the basis of scores on the FastaReada
- [Meyer-Felton-1999](https://www.dyslexia.com/reference/meyer-felton-1999/) - Abstract As phoneme awareness deficits and resulting decoding weaknesses are increasingly addressed, there is heightened awareness of the role of fluency in reading. This paper reviews the history of fluency training, discusses the theoretical bases of such training, and summarizes the current knowledge about the efficacy of training procedures. We focus on Repeated Reading (RR),
- [Benjamin-Gaab-2012](https://www.dyslexia.com/reference/benjamin-gaab-2012/) - Abstract Fluent readers process written text rapidly and accurately, and comprehend what they read. Historically, reading fluency has been modeled as the product of discrete skills such as single word decoding. More recent conceptualizations emphasize that fluent reading is the product of competency in, and the coordination of, multiple cognitive sub‐skills (a multi‐componential view). In
- [Altemeier-Abbott-2008](https://www.dyslexia.com/reference/altemeier-abbott-2008/) - Abstract Experiment 1: Hierarchical linear modeling of growth trajectories of three executive functions (inhibition; rapid automatic switching, RAS; and combined inhibition/switching) in typical readers and writers showed steady improvement of inhibition but leveling of RAS and inhibition/switching about fourth grade. In multiple regressions, RAS, entered after inhibition, contributed uniquely to literacy outcomes at every grade.
- [Puolakanaho-Ahonen-2008](https://www.dyslexia.com/reference/puolakanaho-ahonen-2008/) - The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyväskylä Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia
- [Peters-Losa-2019](https://www.dyslexia.com/reference/peters-losa-2019/) - Highlights • Visuo-attentional interventions improve reading outcomes in dyslexic children. • Improvements are equal or greater than other options and last at least two months. • Visual perceptual trainings can benefit reading fluency and comprehension. • Visually-based reading acceleration programs can improve reading accuracy and rate. • Action video games can increase reading rate and fluency. Abstract
- [Kim-Wagner-2011](https://www.dyslexia.com/reference/kim-wagner-2011/) - Abstract The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted
- [Fink-1998](https://www.dyslexia.com/reference/fink-1998/) - Abstract To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia. The sample with dyslexia included a Nobel laureate, a member of the National Academy of
- [Chiarello-Lombardino-2006](https://www.dyslexia.com/reference/chiarello-lombardino-2006/) - Abstract Individual differences in cortical anatomy are readily observable, but their functional significance for behaviors such as reading is not well understood. Here, we report a case of an apparent compensated dyslexic who had attained high achievement in visuospatial mathematics. Data from a detailed background interview, psychometric testing, divided visual field tasks measuring basic word recognition
- [Thompson-McKay-2008](https://www.dyslexia.com/reference/thompson-mckay-2008/) - Abstract Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were
- [Leij-Bergen-2013](https://www.dyslexia.com/reference/leij-bergen-2013/) - Abstract Converging evidence suggests that developmental dyslexia is a neurobiological disorder, characterized by deficits in the auditory, visual, and linguistic domains. In the longitudinal project of the Dutch Dyslexia Programme, 180 children with a familial risk of dyslexia (FR) and a comparison group of 120 children without FR (noFR) were followed from the age of
- [Zuijen-Plakas-2013](https://www.dyslexia.com/reference/zuijen-plakas-2013/) - Abstract Dyslexia is heritable and associated with phonological processing deficits that can be reflected in the event-related potentials (ERPs). Here, we recorded ERPs from 2-month-old infants at risk of dyslexia and from a control group to investigate whether their auditory system processes /bAk/ and /dAk/ changes differently. The speech sounds were presented in an oddball
- [Zuijen-Plakas-2012](https://www.dyslexia.com/reference/zuijen-plakas-2012/) - Abstract Dyslexia is heritable and associated with auditory processing deficits. We investigate whether temporal auditory processing is compromised in young children at-risk for dyslexia and whether it is associated with later language and reading skills. We recorded EEG from 17 months-old children with or without familial risk for dyslexia to investigate whether their auditory system
- [Pasqualotto-Venuti-2020](https://www.dyslexia.com/reference/pasqualotto-venuti-2020/) - Abstract In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological‐based treatment (Ph‐T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph‐T) has a larger remedial effect compared to the pure
- [Jones-Kuipers-2016](https://www.dyslexia.com/reference/jones-kuipers-2016/) - Abstract New evidence is accumulating for a deficit in binding visual-orthographic information with the corresponding phonological code in developmental dyslexia. Here, we identify the mechanisms underpinning this deficit using event-related brain potentials (ERPs) in dyslexic and control adult readers performing a letter-matching task. In each trial, a printed letter was presented synchronously with an auditory
- [Stoodley-Hill-2006](https://www.dyslexia.com/reference/stoodley-hill-2006/) - Abstract Developmental dyslexia is characterized by a phonological processing deficit and impaired low-level auditory processing may contribute to this problem. However, this remains controversial because not all dyslexic individuals show psychophysical deficits on auditory processing tasks; hence it has been argued that auditory processing deficits are not a causal factor in dyslexia. Because behavioral psychophysical
- [Wagner-Zirps-2020](https://www.dyslexia.com/reference/wagner-zirps-2020/) - Abstract How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on
- [Andreou-Vlachos-2013](https://www.dyslexia.com/reference/andreou-vlachos-2013/) - Abstract The study of multiple abilities or intelligences could be a very promising field of research for students with learning difficulties, in order to build into alternative learning plans to enhance language acquisition and reading ability. The main purpose of the present study was to assess the relationship between dyslexia and multiple intelligences as described
- [Cunningham-Perry-2002](https://www.dyslexia.com/reference/cunningham-perry-2002/) - Abstract Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed with three converging tasks: homophonic choice, spelling, and target naming. Each of the tasks indicated that orthographic learning had taken
- [Meilleur-Foster-2020](https://www.dyslexia.com/reference/meilleur-foster-2020/) - Highlights • Multisensory temporal processing is impaired in autism and dyslexia. • In dyslexia, auditory and visual processing show a large impairment effect. •Temporal processing is associated with literacy skills in dyslexia. •In autism, temporal processing deficits extend to speech and nonspeech stimuli. Abstract This study presents a comprehensive systematic review and meta-analysis of temporal
- [Conant-Liebenthal-2020](https://www.dyslexia.com/reference/conant-liebenthal-2020/) - Highlights •Activation related to categorical speech perception (CP) in youth was examined. •Youth with dyslexia showed less left ventral occipitotemporal (vOT) activation. •In youth with dyslexia, left vOT activation was associated with level of CP. •In the full group, left vOT activation was associated with reading performance. Abstract Developmental dyslexia is a learning disorder characterized
- [Kershner-2020](https://www.dyslexia.com/reference/kershner-2020/) - Highlights • Reading requires stress system homeostasis at the cellular, region, and network levels. • Dyslexia may be a positive evolutionary adaptation to challenges to stress homeostasis. • Dyslexia may be caused by a tradeoff between epigenetic, stress and growth gene programs. • Stress in dyslexia involves the HPA axis, LC/NE system, and neural network
- [Anderson-Shaw-2020](https://www.dyslexia.com/reference/anderson-shaw-2020/) - Abstract: Little research exists concerning dyslexia in medical education. A qualitative study highlighted issues such as bullying and a lack of support. This project aimed to quantify those findings. An online survey was sent to junior doctors in parts of the United Kingdom. Seventy-five participated. Most (53%) were diagnosed with dyslexia at university / medical
- [Siddaiah-Padakannaya-2015](https://www.dyslexia.com/reference/siddaiah-padakannaya-2015/) - Most of the studies on naming speed have shown that rapid automatized naming (RAN) test to be a useful concurrent and future predictor of reading ability in children. Individuals who show poor performances on RAN tasks are likely to have difficulty in reading. According to the double deficit hypothesis (DDH) deficits in phonological awareness (PA)
- [Gori-Ober-2020](https://www.dyslexia.com/reference/gori-ober-2020/) - Abstract Dyslexia has been associated with a problem in visual‐audio integration mechanisms. Here, we investigate for the first time the contribution of unisensory cues on multi‐sensory audio and visual integration in 32 dyslexic children by modelling results using the Bayesian approach. Non‐linguistic stimuli were used. Children performed a temporal task: they had to report whether
- [Eskandari-Kakabarai-2019](https://www.dyslexia.com/reference/eskandari-kakabarai-2019/) - Randomized study of 15 children given Davis program as compared with a control group of 15 children recruited from learning disabilities centers.
- [Zuk-Dunstan-2020](https://www.dyslexia.com/reference/zuk-dunstan-2020/) - ABSTRACT Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who
- [Cunningham-Perry-2001](https://www.dyslexia.com/reference/cunningham-perry-2001/) - Abstract Six different measures of orthographic processing (3 different letter string choice tasks, 2 orthographic choice tasks, and a homophone choice task) were administered to 39 children (aged 8 yrs 8 mo to 10 yrs 4 mo) who had also been administered the word recognition subtest of the Metropolitan Achievement Test and a comprehensive battery
- [Graves-Binder-2014](https://www.dyslexia.com/reference/graves-binder-2014/) - Highlights • Are there multiple ways to be a skilled reader? • Skilled readers differ in their use of word meanings during spelling-sound mapping. • This covaries with white matter differences linking semantic and phonological areas. • Use of semantic pathways in reading aloud may differ among equally skilled readers. Abstract Are there multiple ways
- [Meyer-Shaadt-2020](https://www.dyslexia.com/reference/meyer-shaadt-2020/) - Abstract Developmental dyslexia (DD) impairs reading and writing acquisition in 5–10% of children, compromising schooling, academic success, and everyday adult life. DD associates with reduced phonological skills, evident from a reduced auditory Mismatch Negativity (MMN) in the electroencephalogram (EEG). It was argued that such phonological deficits are secondary to an underlying deficit in the shifting
- [Moojen-Gonçalves-2020](https://www.dyslexia.com/reference/moojen-goncalves-2020/) - Abstract The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2)
- [Sze-Che_Din-2018](https://www.dyslexia.com/reference/sze-che_din-2018/) - Abstract This review aims to present an overview of current research findings on the possible relationship between phonological awareness and visual-spatial skills among individuals with dyslexia. Narrative review of the relevant articles obtained through computerized searches of databases such as PubMed, PubMed Central (PMC) and Google Scholar which included articles from SAGE, Taylor &
- [Bilkova-Havlisová-2020](https://www.dyslexia.com/reference/bilkova-havlisova-2020/) - Objectives: Despite a great number of studies focusing on links between eye movements, reading, and dyslexia, published in the last three decades, the role of eye movements is still unclear. The aim of this study therefore is to help clarify the role that eye movements play in dyslexia. The authors merely try to demonstrate the
- [Treiman-Pennington-2008](https://www.dyslexia.com/reference/treiman-pennington-2008/) - Abstract Typical U.S. children use their knowledge of letters’ names to help learn the letters’ sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that
- [Foulin-2005](https://www.dyslexia.com/reference/foulin-2005/) - Abstract The knowledge of letter names measured just before children enter school has been known for a long time as one of the best longitudinal predictors of learning to read in an alphabetic writing system. After a period during which the comprehensive investigation of this relationship was largely disregarded, there is now a growing interest
- [Piasta-Wagner-2018](https://www.dyslexia.com/reference/piasta-wagner-2018/) - Abstract Preschool-aged children (n = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name
- [Paige-Rupley-2017](https://www.dyslexia.com/reference/paige-rupley-2017/) - Abstract This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly
- [Rakhlin-Mourgues-2019](https://www.dyslexia.com/reference/rakhlin-mourgues-2019/) - Highlights •Orthographic skills are the strongest predictor of reading fluency in Russian. • In good readers, orthographic skills also contribute to fluency via unitization. • Phonological skills make no direct contribution to reading fluency. • In good readers, unitization, but not decoding, is a predictor of reading fluency. • In poor readers, decoding, but not unitization is
- [Badian-1995](https://www.dyslexia.com/reference/badian-1995/) - Abstract A cohort of 92 children was followed through sixth grade to investigate the relationship of preschool skills and first grade phonological awareness to reading and spelling. In particular, the focus was on the changing roles of letter naming, orthographic awareness, and phonological processing in prediction, as reading experience increased. Preschool letter naming was a
- [Richards-Berninger-2005](https://www.dyslexia.com/reference/richards-berninger-2005/) - Abstract In the summer following grades 4 to 6, 18 children with dyslexia, who were randomly assigned to orthographic or morphological spelling treatment, and 21 controls, who were good readers and spellers, performed four sets of language tasks while their brain was scanned before and after the dyslexics received treatment. A paradigm with sequential steps
- [Shaywitz-Mody-2006](https://www.dyslexia.com/reference/shaywitz-mody-2006/) - Abstract Within the last two decades, evidence from many laboratories has converged to indicate the cognitive basis for dyslexia: Dyslexia is a disorder within the language system and, more specifically, within a particular subcomponent of that system, phonological processing. Converging evidence from a number of laboratories using functional brain imaging indicates that there is a
- [Helland-Tjus-2011](https://www.dyslexia.com/reference/helland-tjus-2011/) - Abstract This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences
- [Katzir-Shaul-Wolf-2004](https://www.dyslexia.com/reference/katzir-shaul-wolf/) - Abstract Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well
- [Berninger-Lee-2013](https://www.dyslexia.com/reference/berninger-lee-2013/) - Abstract To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers’ workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step
- [Shaywitz-Skudlarski-2007](https://www.dyslexia.com/reference/shaywitz-skudlarski-2007/) - Abstract Objective To examine age‐related changes in the neural systems for reading in nonimpaired and dyslexic children and adolescents. Methods Functional magnetic resonance imaging was used to study age‐related changes in the neural systems for reading in a cross‐sectional sample of 232 right‐handed children 7 to 18 years of age (113 dyslexic readers and 119
- [Bowers-2020](https://www.dyslexia.com/reference/bowers-2020/) - Abstract There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this systematic review, I show that this conclusion
- [Liersch-2019](https://www.dyslexia.com/reference/liersch-2019/) - Why is it so difficult for a person with dyslexia, dyspraxia and dyscalculia to enter higher education—even to work in academia? Is it because Dyslexia Support is not sufficient? Is it because we are not intelligent or motivated enough? Ute Liersch critically considers these questions by investigating the genesis of dyslexia, by exploring the helpfulness
- [Landerl-Frith-1996](https://www.dyslexia.com/reference/landerl-frith-1996/) - Abstract In three typical phonological awareness tasks it was found that children with normal reading development sometimes give responses that are based on orthographic rather than phonological information. In dyslexic children, the number of occurrences of such orthographic intrusions was significantly lower. This effect cannot be explained by positing a lower degree of orthographic knowledge
- [Rasamimanana-Barbaroux-2020](https://www.dyslexia.com/reference/rasamimanana-barbaroux-2020/) - Highlights • University students with dyslexia are impaired in phonological categorization tasks. • They showed additional evidence of persistent phonological deficits in the novel phonological tasks that were used here. • Phonological deficit does not prevent them from learning the meaning of novel words as well as control skilled readers do. • Students with dyslexia
- [Richards-Aylward-2005](https://www.dyslexia.com/reference/richards-aylward-2005/) - Abstract Four sets of word-form tasks were administered during fMRI scanning to 18 child dyslexics and 21 controls to identify unique brain activation associated with four kinds of mapping—orthographic, morpheme with and without phonological shift, and phoneme—before treatment, and to measure the effect on each kind of mapping after orthographic and morphological spelling treatment (to
- [Snowling-2012](https://www.dyslexia.com/reference/snowling-2012/) - Abstract This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification
- [ILA-2016](https://www.dyslexia.com/reference/ila-2016/) - Key Points: There is no certifiable best method for teaching children who experience reading difficulty In the National Reading Panel report on the effects of specific programs, the Orton-Gillingham program had the lowest average effect size. Students who experience difficulty acquiring literacy require more careful and responsive application of consistent principles by knowledgeable, well-prepared teachers
- [Bosse-Tainturier-2007](https://www.dyslexia.com/reference/bosse-tainturier-2007/) - The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in
- [Share-1995](https://www.dyslexia.com/reference/share-1995/) - Abstract The self-teaching hypothesis proposes that phonological recoding functions as a self-teaching mechanism enabling the learner to independently acquire an autonomous orthographic lexicon. Successful decoding encounters with novel letter strings provide opportunities to learn word-specific print-to-meaning connections. Although it may not play a central role in skilled word recognition, phonological recoding, by virtue of its
- [Bolger-Minas-2008](https://www.dyslexia.com/reference/bolger-minas-2008/) - Abstract One of the central challenges in mastering English is becoming sensitive to consistency from spelling to sound (i.e. phonological consistency) and from sound to spelling (i.e. orthographic consistency). Using functional magnetic resonance imaging (fMRI), we examined the neural correlates of consistency in 9–15-year-old Normal and Impaired Readers during a rhyming task in the visual
- [Silverman-2009](https://www.dyslexia.com/reference/silverman-2009/) - Abstract Not everyone understands what it means to be twice exceptional. How can you be both ‘learning abled’ and ‘learning disabled’? This doesn't compute. There are two basic misunderstandings here: that the learning disabled aren't smart and that giftedness means high achievement. If someone thinks learning disabled means ‘dumb’ and that the gifted are ‘smart,’
- [Van_der_Mark-Klaver-2011](https://www.dyslexia.com/reference/van_der_mark-klaver-2011/) - Abstract Developmental dyslexia is a severe reading disorder, which is characterized by dysfluent reading and impaired automaticity of visual word processing. Adults with dyslexia show functional deficits in several brain regions including the so-called “Visual Word Form Area” (VWFA), which is implicated in visual word processing and located within the larger left occipitotemporal VWF-System. The present study
- [Wanzek-Vaugn-2008](https://www.dyslexia.com/reference/wanzek-vaugn-2008/) - Abstract Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of
- [Odegard-Ring-2008](https://www.dyslexia.com/reference/odegard-ring-2008/) - Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with
- [Aboud-Barquero-2018](https://www.dyslexia.com/reference/aboud-barquero-2018-2/) - Abstract A primary challenge facing the development of interventions for dyslexia is identifying effective predictors of intervention response. While behavioral literature has identified core cognitive characteristics of response, the distinction of reading versus executive cognitive contributions to response profiles remains unclear, due in part to the difficulty of segregating these constructs using behavioral outputs. In
- [Al_Otaiba-Fuchs-2006](https://www.dyslexia.com/reference/al_otaiba-fuchs-2006/) - Abstract The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade. Responsiveness/nonresponsiveness status was determined after 2 years during which
- [Khodamehri-Masule-2015](https://www.dyslexia.com/reference/khodamehri-masule-2015/) - Controlled, quasi-experimental study of 30 third-grade males given 16 30-minute sessions of Davis-based individual therapy.
- [Heidari-Isfahani-2012](https://www.dyslexia.com/reference/heidari-isfahani-2012/) - Experimental study of Davis-based intervention, Fernald-based intervention, and two matched control groups comprised of dyslexic third graders. Results showed significant post-test differences among intervention groups.
- [Sudek-Montes-2015](https://www.dyslexia.com/reference/sudek-montes-2015/) - Qualitative Research exploring impact of multiple strategies for dyslexic English language learners in a classroom context, including clay modeling of letters and words based on Davis Symbol Mastery.
- [Abdolghaderi-Kodamehri-2017](https://www.dyslexia.com/reference/abdolghaderi-kodamehri-2017/) - Controlled Study with pre-test / post-test design of 30 dyslexic third-grade boys.
- [Habibi-Farid-2018](https://www.dyslexia.com/reference/habibi-farid-2018/) - Abstract: The purpose of the current research was to investigate the effectiveness of mental rotation training on reading performance of dyslexic students. The research method was a quasi-experimental and a type of pretest- posttest with a control group. Statistical population of this research included all male and female students with dyslexia in second grade in
- [DaCosta-2009](https://www.dyslexia.com/reference/dacosta-2009/) - Case Study
- [Compton-Miller-2014](https://www.dyslexia.com/reference/compton-miller-2014/) - Abstract Our contribution to this special issue on reading theory questions the effectiveness of the prevailing interventions intended to improve word-reading and reading comprehension skills in children with reading disability (RD). Our hypothesis is that we as a field may have inadvertently diluted reading theory in ways that compromise the power of intervention programs. For
- [Torgesen-Wagner-1997](https://www.dyslexia.com/reference/torgesen-wagner-1997/) - Abstract This article addresses questions about instruction for children with severe reading disabilities in 2 ways. First, outcomes from 3 recent studies are examined within the context of a hierarchy of instructional goals derived from current theory about the processes involved in acquisition of reading skill. This analysis suggests that we still have much to
- [Zhou-Liu-2019](https://www.dyslexia.com/reference/zhou-liu-2019/) - Abstract Deficits in the visual attention span (VAS) are thought to hamper reading performance in dyslexic individuals. However, the causal relationship between VAS deficits and reading disability remains unclear. The present study attempts to address this issue by using a VAS-based intervention to explore the possible influence of VAS on reading processes in Chinese children
- [Protopapas-2019](https://www.dyslexia.com/reference/protopapas-2019/) - Aspects of dyslexia definitions are framed as a contrast between the past and the future, focusing on implications for research and remedial education, highlighting assumptions that bias or limit research or clinical practice. A crucial development is evident in understanding dyslexia, moving from its conceptualization as a discrete identifiable condition toward the realization of continuity
- [Hatcher-Hulme-2006](https://www.dyslexia.com/reference/hatcher-hulme-2006/) - Abstract BACKGROUND: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. METHODS: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods,
- [Ehri-2013](https://www.dyslexia.com/reference/ehri-2013/) - Abstract Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of overlapping
- [Perrachione-Del_Tufo-2016](https://www.dyslexia.com/reference/perrachione-del_tufo-2016/) - Identification of specific neurophysiological dysfunctions resulting in selective reading difficulty (dyslexia) has remained elusive. In addition to impaired reading development, individuals with dyslexia frequently exhibit behavioral deficits in perceptual adaptation. Here, we assessed neurophysiological adaptation to stimulus repetition in adults and children with dyslexia for a wide variety of stimuli – spoken words, written words,
- [Price-Mohr-2019](https://www.dyslexia.com/reference/price-mohr-2019/) - We report a study where we investigated the effect of low or high phonically-decodable texts on young children learning to read. Two parallel series of 12 instructional reading books were used with 36 children in three schools. These books were purposely created so that each parallel book, in sequence, introduced the same number of new
- [Castles-Rastle-2018](https://www.dyslexia.com/reference/castles-rastle-2018/) - Abstract There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued
- [Bowers-Bowers-2017](https://www.dyslexia.com/reference/bowers-bowers-2017/) - Abstract: large body of research supports the conclusion that early reading instruction in English should emphasize phonics, that is, the teaching of grapheme–phoneme correspondences. By contrast, we argue that instruction should be designed to make sense of spellings by teaching children that spellings are organized around the interrelation of morphology, etymology, and phonology. In this
- [Luniewska-Chyl-2019](https://www.dyslexia.com/reference/luniewska-chyl-2019/) - Learning to read changes the brain language system. Phonological processing is the language domain most crucial for reading, but it is still unknown how reading acquisition modifies the neural phonological network in children who either develop dyslexia or are at risk of dyslexia. For the two first years of formal education, we followed 90 beginning
- [Gabay-Gabay-2019](https://www.dyslexia.com/reference/gabay-gabay-2019/) - An accumulating body of evidence highlights the contribution of general cognitive processes, such as attention, to language-related skills. Objective:The purpose of the present study was to explore how interference control (a subcomponent of selective attention) is affected in developmental dyslexia (DD) by means of control over simple stimulus-response mappings. Furthermore, we aimed to examine interference
- [Mittag-Larson-2019](https://www.dyslexia.com/reference/mittag-2019/) - Recent research in dyslexia postulates that imprecise representations of phonemes are linked to basic auditory deficits in temporal sampling. Evidence comes from adult readers with dyslexia demonstrating deficits in auditory sampling at several rates of the speech signal including the phoneme rate (>40 Hz). It remains unknown whether such deficits are present in infancy, especially
- [Mittag-Taulu-2019](https://www.dyslexia.com/reference/mittag-2-2019/) - It is widely agreed that poor reading and spelling performances in individuals with developmental dyslexia underlie problems with processing phonetic units. According to recent child and adult data, such processing deficits likely are the consequence of compromised low-level auditory processing. A possible causal relationship can be explored by testing infants based on their familial risk
- [Goodmon-Parisi-2019](https://www.dyslexia.com/reference/goodmon-parisi-2019/) - Given the link between visual stimuli and memory, children with dyslexia could benefit from research discovering what visual stimuli they find more pleasing and memorable. People like natural landscapes (e.g.,forests) more than human‐made (e.g.,cityscapes) or “combined” landscapes (i.e.,combination of human‐made and natural components, e.g.,tires in a meadow). The purpose was to determine if the greater
- [Letchford-2017](https://www.dyslexia.com/reference/letchford-2017/) - In 1995, the school diagnostician called a seven-year-old “the worst child seen in 20 years of teaching.” Can a child’s fate be sealed by such a diagnosis? Well, in 2018, that boy received a Ph.D. from Oxford University.Do you have a child struggling with reading? What labels has your child been given? How do you
- [Riddick-2001](https://www.dyslexia.com/reference/riddick-2001/) - Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently
- [Cockcroft-Hartgill-2009](https://www.dyslexia.com/reference/cockcroft-hartgill-2009/) - The purpose of this exploratory study was to determine whether or not children with learning disabilities, specifically children with dyslexia, were more creative than non-learning disabled children of the same age. Torrance's Tests of Creative Thinking (TTCT) were administered to a group of 36 children with dyslexia in Grades four to seven, all attending the
- [Bray-2019](https://www.dyslexia.com/reference/bray-2019/)
- [Torgesen-2000](https://www.dyslexia.com/reference/torgesen-2000/) - Abstract The goal of many recent intervention studies has been to examine the conditions that must be in place for all children to acquire adequate reading skills. Although the ultimate goal of reading instruction is to help children acquire the skills necessary to comprehend text, an important subgoal for early reading instruction is to teach
- [Al_Otaiba-Fuchs-2002](https://www.dyslexia.com/reference/al_otaiba-fuchs-2002/) - This article reviews the research literature that describes children who are unresponsive to generally effective early literacy interventions. Studies were selected in which (a) children ranged from preschoolers to third graders and were at risk for reading disabilities, (b) treatments targeted early literacy, (c) outcomes reflected reading development, and (d) students' unresponsiveness to intervention was
- [Wolf-Tasmir-Cohen-2009](https://www.dyslexia.com/reference/wolf-tasmir-cohen/) - This 3-part article represents an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention. The 1st section describes several historical approaches to fluency and the components of fluent reading that are implicit in these approaches. We then present our own developmental- and component-based definition of reading
- [Inns-Lake-2019](https://www.dyslexia.com/reference/inns-lake-2019/) - This article reviews research on the outcomes of diverse reading approaches on the achievement of struggling readers in elementary schools. 61 studies of 48 different programs met rigorous standards. 84% were randomized experiments and 16% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for one-to-small group tutoring. There were
- [Lifshitz-Fostick-2019](https://www.dyslexia.com/reference/lifshitz-fostick-2019/) - Abstract Research suggests that a central difficulty in dyslexia may be impaired rapid temporal processing. Good temporal processing is also needed for musical perception, which relies on the ability to detect rapid changes. Our study is the first to measure the perception of adults with and without dyslexia on all three dimensions of music (rhythm,
- [Wenande-Eeen-2019](https://www.dyslexia.com/reference/wenande-eeen-2019/) - Highlights • Adults with dyslexia are impaired in sequence learning, supporting SOLID hypothesis. • These sequence learning deficits are not from motor, executive, or memory demands. • Sequence learning deficits may have an underlying role in literacy acquisition. Abstract Dyslexia is often characterized by disordered word recognition and spelling, though dysfunction on various non-linguistic tasks
- [Gabriel-2019](https://www.dyslexia.com/reference/gabriel-2019/) - Abstract In this study, I analyze written testimony submitted to the state legislature regarding Connecticut’s 2014 Act Concerning Dyslexia and Special Education (PA-14-39), in order to engage with the discourse and rhetoric occasioned by the policy-making process and investigate the phenomenon of dyslexia in contemporary education policy. Drawing on critical discursive psychology, positioning theory, and
- [Wyseur-2019](https://www.dyslexia.com/reference/wyseur-2019/)
- [Zhou-Duan-2019](https://www.dyslexia.com/reference/zhou-duan-2019/) - Considerable research has shown that children with dyslexia have deficits in visual spatial attention orienting. Additionally, self-referential processing makes self-related information play a unique role in the individual visual spatial attention orienting. However, it is unclear whether such self-referential processing impacts the visual spatial attention orienting of children with dyslexia. Therefore, we manipulated the reference
- [Lyster-Lervag](https://www.dyslexia.com/reference/lyster-lervag/) - Abstract We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary
- [Hornickel-Kraus-2013](https://www.dyslexia.com/reference/hornickel-kraus-2013/) - Abstract Learning to read proceeds smoothly for most children, yet others struggle to translate verbal language into its written form. Poor readers often have a host of auditory, linguistic, and attention deficits, including abnormal neural representation of speech and inconsistent performance on psychoacoustic tasks. We hypothesize that this constellation of deficits associated with reading disorders
- [Westbrook-Sutherland-2018](https://www.dyslexia.com/reference/westbrook-sutherland-2018/) - Abstract Poorer adolescent readers are often regarded by teachers as unable to read whole narratives and given short, simplified texts, yet are expected to analyse every part in a slow laborious read-through. This article reports on a mixed methods study in which 20 English teachers in the South of England changed their current practice to read two whole challenging
- [Suggate-2010](https://www.dyslexia.com/reference/suggate-2010/) - Abstract Despite impressive advances in the science of reading intervention, how to best help at-risk readers remains a point of contention. Because reading represents the synthesis of background factors and language and reading skills—all of which develop with age and experience—this meta-analysis investigated whether development (as approximated by grade) and intervention modality are key moderators
- [Yu-Zuk-2019](https://www.dyslexia.com/reference/yu-zuk-2019/) - Developmental dyslexia is a learning disability characterized by difficulties in word reading. While the prevalence in the general public is around 10-12%, an increased prevalence of 40-60% has been reported for children with a familial risk. Neural atypicalities in the reading network have been observed in children with (FHD+) compared to without (FHD-) a family
- [Nicolson-Fawcett-2019](https://www.dyslexia.com/reference/nicolson-fawcett-2019/) - Abstract It is now evident that explanations of many developmental disorders need to include a network perspective. In earlier work, we proposed that developmental dyslexia (DD) is well-characterized in terms of impaired procedural learning within the language networks, with the cerebellum being the key structure involved. Here, we deepen the analysis to include the child’s
- [Harrar-Tammam-2014](https://www.dyslexia.com/reference/harrar-tammam-2014/) - Highlights • Dyslexics demonstrate less multisensory integration in a speeded response task • Dyslexics have a larger cost when switching their attention from vision to audition • Dyslexics are only “sluggish” for certain crossmodal attention shifts Summary Developmental dyslexia affects 5%–10% of the population, resulting in poor spelling and reading skills. While there are well-documented
- [Krause-2015](https://www.dyslexia.com/reference/krause-2015/) - Abstract The aim of this review is to provide a background on the neurocognitive aspects of the reading process and review neuroscientific studies of individuals with developmental dyslexia, which provide evidence for amodal processing deficits. Hari, Renvall, and Tanskanen (2001) propose amodal sluggish attentional shifting (SAS) as a causal factor for temporal processing deficits in
- [Yu-Zuk-2018](https://www.dyslexia.com/reference/yu-zuk-2018/) - Abstract Developmental dyslexia is a specific learning disability characterized by deficits reading single words. Dyslexia is heritable and has been associated with neural alterations in regions of the left hemisphere in the brain. Cognitive and neural atypicalities have been observed before children with familial risk for dyslexia begin reading, yet children who are at risk
- [Van-der-Kleij-Segers-2017](https://www.dyslexia.com/reference/keij-segers-2017/) - Abstract The goal of this study was to investigate how growth during a phonics‐based intervention, as well as reading levels at baseline testing, predicted long‐term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50‐week phonics‐based intervention in grade 4 were tested in grade 5 on both word and
- [Cavalli-Cole-2019](https://www.dyslexia.com/reference/cavalli-cole-2019/) - Abstract Developmental dyslexia is a long-lasting reading deficit that persists into adulthood. In spite of many difficulties, some adults with dyslexia reach levels of reading comprehension similar to those of unimpaired readers and successfully study at university. While digital technologies offer many potential tools to facilitate reading, there are differences between printed books and e-books,
- [Suggate-2014](https://www.dyslexia.com/reference/suggate-2014/) - Abstract Much is known about short-term—but very little about the long-term—effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting posttest and follow-up data (M = 11.17
- [WWC-Orton-Gillingham-2010](https://www.dyslexia.com/reference/orton-gillingham-2010/) - No studies of unbranded Orton-Gillingham–based strategies that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness
- [Patterson-2016](https://www.dyslexia.com/reference/patterson-2016/) - Abstract: Delays in the development of early literacy skills are associated with negative educational outcomes and so addressing such delays is one of the most pressing challenges in education. This study examines the effectiveness of the Orton-Gillingham (OG) Method, a multisensory reading program where instruction utilizes two or more senses simultaneously. Over the past two
- [Cainelli-Bisiacchi-2019](https://www.dyslexia.com/reference/cainelli-bisiacchi-2019/) - ABSTRACT: Specific learning disabilities (SLDs) are increasingly being addressed by researchers, schools, and institutions, as shown by the increasing number of publications, guidelines, and incidence statistics. Although SLDs are becoming a major topic in education with the final goal of inclusive schools, consistent drawbacks may emerge, resulting in disadvantages instead of benefits for some children. Overdiagnosis
- [Van-der-Kleij-Groen-2019](https://www.dyslexia.com/reference/kleij-groen-2019/) - Highlights • Stronger semantic priming effects in children with dyslexia compared to typical readers. • Semantic priming effects were overall stronger for longer, low frequency words. • No differences in phonological priming between groups. • It can be concluded that children with dyslexia rely more on semantic information in word reading than typical readers. Abstract: We investigated whether children
- [Facoetti-Pierluigi-2000](https://www.dyslexia.com/reference/facoetti-pierluigi-2000/) - Abstract The present study investigated the spatial distribution of visual attention in dyslexic and normally reading children. The performances of the two groups were investigated using two different paradigms. In experiment 1 we analyzed the distribution of processing resources both inside and outside the focus of visual attention by simply recording reaction times to the
- [Moores-Tsouknida-2015](https://www.dyslexia.com/reference/moores-tsouknida-2015/) - Abstract We report results from two experiments assessing distribution of attention and cue use in adults with dyslexia (AwD) and in a group of typically reading controls. Experiment 1 showed normal effects of cueing in AwD, with faster responses when probes were presented within a cued area and normal effects of eccentricity and stimulus onset
- [Duñabeitia-Molinaro-2011](https://www.dyslexia.com/reference/dunabeitia-molinaro-2011/) - Abstract: At early stages of object identification we process correctly oriented and mirrored versions of an object similarly. However, in letter and word perception, such tolerance to mirror reversals is harmful for efficient reading. Do readers successfully develop blindness mechanisms for mirror-letters and words? We conducted two masked priming experiments while recording participants' electrophysiological brain
- [Soares-Lages-2019](https://www.dyslexia.com/reference/soares-lages-2019/) - Abstract: Research has shown that recognizing words that contain reversal letters (e.g., b/d) is more difficult than recognizing words that do not contain them. Although none of the current computational models of visual word recognition can account for this effect, it was recently suggested that it may arise from lateral inhibition connections that, at the
- [Fernandes-Leite-2017](https://www.dyslexia.com/reference/fernandes-leite-2017/) - Abstract: The relation between reversal errors (e.g., d for b, Я for R) and developmental dyslexia has been elusive. In this study, we investigated the roles of reading level, visual category, and orientation processing in this relation. Children with developmental dyslexia, chronological-age-matched controls, and reading-level-matched controls performed two “same–different” matching tasks on reversible (e.g., b)
- [Ritchey-Goeke-2006](https://www.dyslexia.com/reference/ritchey-goeke-2006/) - Abstract Orton-Gillingham (OG) and Orton-Gillingham—based reading instructional programs are commonly implemented reading programs in the United States. Twelve studies that employed quasi-experimental or experimental designs are reviewed. These studies included elementary students, adolescents, and college students. Of the 12 studies, 5 reported that the OG instruction was more effective than were comparison or control interventions
- [Parea-Moret-Tatay-2011](https://www.dyslexia.com/reference/parea-moret-tatay/) - Abstract: Readers of the Roman script must “unlearn” some forms of mirror generalization when processing printed stimuli (i.e., herb and herd are different words). Here we examine whether the suppression of mirror generalization is a process that affects all letters or whether it mostly affects reversible letters (i.e., b/d). Three masked priming lexical decision experiments
- [Tafti-Hameedy-2009](https://www.dyslexia.com/reference/tafti-hameedy-2009/) - Abstract: Positive and negative aspects of dyslexia were explored within the Iranian context. Dyslexia can be considered either as a deficit or merely as a difference. In this study 26 dyslexic primary-school students in Tehran were matched with 26 nondyslexics. The Shirazi and Nilipur (2004) Diagnostic Reading Test was administered to identify any significant difference in
- [Pegado-Nakamura-2014](https://www.dyslexia.com/reference/pegado-nakamura-2014/) - A growing literature has been showing a profound impact of alphabetization at several levels of the visual system, including the primary visual cortex and higher-order ventral and dorsal visual areas. Importantly, in typical alphabetization courses, learning to read is not isolated but instead combined with both learning to write and learning to segment the spoken
- [Kolinsky-Fernandes-2014](https://www.dyslexia.com/reference/kolinsky-fernandes-2014/) - ABSTRACT Based on the neuronal recycling hypothesis (Dehaene & Cohen, 2007), we examined whether reading acquisition has a cost for the recognition of nonlinguistic visual materials. More specifically, we checked whether the ability to discriminate between mirror images, which develops through literacy acquisition, interferes with object identity judgments, and whether interference strength varies as a
- [Welcome-Chiarello-2009](https://www.dyslexia.com/reference/welcome-chiarello-2009/) - Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). Journal of Educational Psychology, 94, 64–78). This study was undertaken to investigate differences between these individuals, termed resilient readers, and proficient readers in performance and degree of lateralization
- [Pegado-Nakamura-2014-2](https://www.dyslexia.com/reference/pegado-nakamura-2014-2/) - Abstract The ability to recognize 2 mirror images as the same picture across left–right inversions exists early on in humans and other primates. In order to learn to read, however, one must discriminate the left–right orientation of letters and distinguish, for instance, b from d. We therefore reasoned that literacy may entail a loss of mirror invariance. To
- [Atkar-Priyadarshini-2019](https://www.dyslexia.com/reference/atkar-priyadarshini-2019/) - Dyslexia is type of disorder that occurs normally in children, and is also called as learning disability. Children who are having dyslexia, requires more time to read, write as compared to normal children. There are different kinds of disabilities which come under dyslexia like dysgraphia, and dyscalculia but this paper focuses on reading disability in
- [Mettey-Bouvier-2019](https://www.dyslexia.com/reference/mettey-bouvier-2019/) - To clarify the link between eye muscle function and oral information by comparing 21 dyslexic readers (DR) and 14 normal readers (NR) Overall, 50% of NR children and 81% of DR experienced at least one variation in visual perception (p = 0.053). It is possible to modify visual perception by changing sensory or mechanical stimuli. Changes are
- [Whitney-Ross-2019](https://www.dyslexia.com/reference/whitney-ross-2019/) - Abstract: The Visual Word Form Area (VWFA) is a cortical region that adapts to support fluent word recognition. Surprisingly, the region of ventrolateral occipitotemporal cortex that becomes VWFA is specialized for processing the motion of inanimate objects that change shape. Such motion is neurally analyzed as a temporal sequence of shape 'snapshots'. We have proposed
- [Dahaene-Nakamura-2010](https://www.dyslexia.com/reference/dahaene-nakamura-2010/) - Abstract: Young children often make mirror errors when learning to read and write, for instance writing their first name from right to left in English. This competence vanishes in most adult readers, who typically cannot read mirror words but retain a strong competence for mirror recognition of images. We used fast behavioral and fMRI repetition
- [Borst-Ahr-2015](https://www.dyslexia.com/reference/borst-ahr-2015/) - Abstract: Mirror generalization is detrimental for identifying letters with lateral mirror-image counterparts (‘b/d’). In the present study, we investigated whether the discrimination of this type of letters in expert readers might be rooted in the ability to inhibit the mirror-generalization process. In our negative priming paradigm, participants judged whether two letters were identical on the
- [Wyseur-2009](https://www.dyslexia.com/reference/wyseur-2009/) - Les enfants dyslexiques auraient-ils une notion particulière du temps ? Chantal Wyseur en dévoile la complexité et nous introduit au coeur de leur cerveau atemporel. Nous découvrons leur perception du monde en trois dimensions et leurs trésors d'aptitudes. L'auteur ayant appliqué les méthodes de Gestion mentale de La Garanderie et celle de Ronald Davis, ouvre
- [Schiff-Cohen-2019](https://www.dyslexia.com/reference/schiff-cohen-2019/) - Despite an increase in studies investigating morphological knowledge in dyslexia, the connection between morphological and semantic knowledge is still unclear. This study investigated the effect of semantic information on the performance of Hebrew-speaking, high-achieving adults with and without dyslexia in two auditory tasks: a primed-lexical decision task and a morphological awareness tasks. We manipulated the
- [Chapleau-Beupre-2019](https://www.dyslexia.com/reference/chapleau-beupre-2019/) - Abstract Learning to spell is a challenge for all beginning writers. For children with dyslexia, in particular, phonological and orthographic deficits are the cause of spelling errors that persist despite classroom instruction. The goal of the present study was to examine the effects of rehabilitation interventions on the development of spelling knowledge and strategies in
- [Severinsen-2018](https://www.dyslexia.com/reference/severinsen-2018/) - Survey of reported results and progress reports from 10 New Zealand schools after implementation of Davis Learning Strategies school program.
- [Alexander-Slinger-2004](https://www.dyslexia.com/reference/alexander-slinger-2004/) - The acquisition of reading is a complex neurobiologic process. Identifying the most effective instruction and remedial intervention methods for children at risk of developing reading problems and for those who are already struggling is equally complex. This article aims to provide the clinician with a review of more current findings on the prevention and remediation
- [Stowell-2010](https://www.dyslexia.com/reference/stowell-2010/)
- [Kimel-Ahissar-2019](https://www.dyslexia.com/reference/kimel-ahissar-2019/) - Are difficulties of individuals with dyslexia (IDDs) reduced or enhanced in tasks where linguistic regularities typically facilitate performance, such as vocabulary acquisition and reading? If impaired short-term memory and poor phonological decoding pose the main impediments to IDDs, then they are expected to compensate for these difficulties with a greater reliance on linguistic regularities, to
- [Natraj-2017](https://www.dyslexia.com/reference/natraj-2017/) - This thesis looked into various educational applications that help dyslexic children and identified that they rely heavily on intensive instruction in phonetic code and the learning method employed by these applications do not create a lasting impact. The proposed solution integrated the symbol mastery method of learning to create a new digital learning experience that
- [Protopapas-Parrila-2019](https://www.dyslexia.com/reference/protopapas-parrila-2019/) - We recently pointed out that there is no evidence to support the commonly held view that there is something wrong with the brains of children who have great difficulty learning to read. In response, it was argued that dyslexia should be considered to be a neurodevelopmental disorder because of its potential to adversely affect quality
- [Kearns-Hancock-2019](https://www.dyslexia.com/reference/kearns-hancock-2019/)
- [Lieder-Adam-2019](https://www.dyslexia.com/reference/lieder-adam-2019/) - Individuals with autism and individuals with dyslexia both show reduced use of previous sensory information (stimuli statistics) in perceptual tasks, even though these are very different neurodevelopmental disorders. To better understand how past sensory information influences the perceptual experience in these disorders, we first investigated the trial-by-trial performance of neurotypical participants in a serial discrimination
- [Rodrigues-Hansen-2019](https://www.dyslexia.com/reference/rodrigues-hansen-2019/) - Abstract Findings of neuroimaging and brain stimulation research suggest that the motor system takes part in phonological processing at least to some extent in healthy speakers. Phonological processing involves a core network of brain regions, the dorsal pathway, where motoric aspects of speech sounds are analysed by the left inferior frontal gyrus (LIFG) and auditory
- [Persici-Stucchi-2018](https://www.dyslexia.com/reference/persici-stucchi-2018/) - In both music and language we anticipate incoming input based on the features of the already parsed input. Recently, it has been discussed whether these two abilities share underlying mechanisms of anticipation (Patel, 2012), which are thought to be relevant for the acquisition of language related skills such as reading and writing (Guasti, Pagliarini &
- [Van den Bos 2017](https://www.dyslexia.com/reference/van-de-bos-2017/) - This chapter describes dual coding theory (DCT) and also refers to theories of embodied cognition and multimedia applications. It is suggested that these multiple coding (i.e., verbal and imagery coding) theories should be embedded in education, rather than focusing on verbal coding alone. Imagery coding seems to be an understudied and underestimated component in education,
- [Raghuram-Hunter-2018](https://www.dyslexia.com/reference/raghuram-hunter-2018/) - Although there are many anecdotal reports of children with developmental dyslexia complaining of vision symptoms when reading, empirical studies are lacking. The primary aim of the present study was to document self-reported vision-related symptoms in children with developmental dyslexia and typically reading peers. We also explored whether vision symptoms were correlated with sensorimotor measures of
- [Veludos-Kennedy-2018](https://www.dyslexia.com/reference/veludos-kennedy-2018/) - There continues to be debate among researchers of dyslexia about not only the most effective interventions but about the very nature of the ‘disability’. This paper explores both conventional phonological deficit theories around dyslexia and their associated interventions, and the separate concept of neurodiversity and different forms of thinking, especially pertaining to the Davis Dyslexia
- [Shelton-Kaufman-2002](https://www.dyslexia.com/reference/shelton-kaufman-2002/)
- [Yuzaidey-Din-2018](https://www.dyslexia.com/reference/yuzaidey-din-2018/) - The main objective of this paper is to review the various methods or treatments that are used to manage the literacy and cognitive abilities for children with dyslexia particularly in Malaysia. The articles were obtained from online databases such as PubMed, Ebscohost and Medline during the time frame of six years starting from 2000 until
- [Kumar-Rathnasabapathy-2018](https://www.dyslexia.com/reference/kumar-rathnasabapathy-2018/) - This study attempted to find out the difference in various methods of recollecting words among children with and without dyslexia. This study is descriptive in nature. The sample consisted of 60 children between the age group of 10-13 years. Purposive sampling method was adopted. The 30 children with dyslexia were taken from the special schools
- [Paz-Alonso-Oliver-2018](https://www.dyslexia.com/reference/alonso-oliver-2018/) - Highlights Regional hypoactivation in dyslexic readers specifically associated with phonological, orthographic and semantic processes Stronger functional connectivity for dyslexic versus control readers among regional hypoactivated nodes Increased subcortico-cortical connectivity among regions showing regional reading deficits Abstract The present study aims to characterize left hemisphere regional hypoactivation in readers with dyslexia for the main processes involved
- [Mahe-Pont-2018](https://www.dyslexia.com/reference/mahe-pont-2018/) - Highlights •Previous ERP research in dyslexia has focused on lexical decision tasks (LD). •ERP correlates of print processing in dyslexia in reading aloud and LD. •Same neural networks in LD with sub-efficient orthographic analysis in dyslexia. •Different neural networks in dyslexia in reading aloud, linked to phonological skills. •Reading aloud better suited than LD relatively
- [Tzivanakis-2018](https://www.dyslexia.com/reference/tzivanakis-2018/) - I wanted to keep this book short, but leave nothing out that is necessary to understand ADHD and (1) to "handle" it accordingly as well as (2) to discover and use the transformative power that lies in the understanding of ADHD.
- [Panagiotopoulou-2018](https://www.dyslexia.com/reference/panagiotopoulou-2018/) - Qu'est-ce que la dyslexie? Quelles sont les causes qui la provoquent? Comment fonctionne la relation de l'enfant dyslexique avec les autres? Entre l'enfant et le savoir il y a un médiateur, dont la présence peut jouer un rôle de catalyseur. Ce médiateur est l'enseignant. Entre les enfants, l'enseignant et le savoir une autre relation se
- [Carson-Sorin-2016](https://www.dyslexia.com/reference/carson-sorin-2016/) - Small group study exploring impact of Davis methods on spelling ability of children ages 11-16.
- [Carson-Sorin-2018](https://www.dyslexia.com/reference/carson-sorin-2018/) - Case study of four students exploring impact of Davis program and Davis Symbol Mastery on learning engagement and spelling ability.
- [Gabrieli-Norton-2012](https://www.dyslexia.com/reference/gabrieli-norton-2012/) - Children with dyslexia may read poorly for several reasons. Recent research suggests that in addition to skills with language sounds, visual-spatial attention may be an important predictor of reading abilities.
- [Worthy-Svrcek-2018](https://www.dyslexia.com/reference/worthy-svrcek-2018/) - Although researchers have studied dyslexia for over a century, there is still much debate about how dyslexia differs from other reading difficulties and how to support students labeled dyslexic. Nevertheless, dyslexia policy and practice are steeped in authoritative discourse that speaks of a definitive definition, unique characteristics, and prescribed intervention programs that are not well
- [Panagiotopoulou-2012](https://www.dyslexia.com/reference/panagiotopoulou-2012/) - French language Master's thesis by a licensed Davis Facilitator, including a detailed single case study of a young adult completing a Davis Dyslexia Correction program.
- [Savill-Thierry-2011](https://www.dyslexia.com/reference/savill-thierry-2011/) - Deteriorated phonological representations are widely assumed to be the underlying cause of reading difficulties in developmental dyslexia; however, existing evidence also implicates degraded orthographic processing. Here, we used event-related potentials whilst dyslexic and control adults performed a pseudoword-word priming task requiring deep phonological analysis to examine phonological and orthographic priming, respectively. Pseudowords were manipulated to be homophonic or non-homophonic to a target
- [Patael-Farris-2018](https://www.dyslexia.com/reference/patael-farris-2018/) - Objective The ultimate goal of reading is to understand written text. To accomplish this, children must first master decoding, the ability to translate printed words into sounds. Although decoding and reading comprehension are highly interdependent, some children struggle to decode but comprehend well, whereas others with good decoding skills fail to comprehend. The neural basis
- [Simcikova-2018](https://www.dyslexia.com/reference/simcikova-2018/) - The literature review analyzes seven specialized papers, which are focused on issues of increased creativity of individuals with dyslexia. In connection with dyslexia, it starts to talk not only about deficits, but also about its possible positives, which develop in the context of possible weaknesses. In individuals with dyslexia are mentioned excellent visualization skills and
- [Dodge Smith-2018](https://www.dyslexia.com/reference/dodge-smith-2018/) - At a time in history when awareness of autism is increasing in society, Cathy Dodge Smith’s latest book, Out of Autism, emerges as a scholarly and useable resource for clinicians, parents of children with autism spectrum disorder (ASD), and individuals diagnosed with ASD. The author describes the Davis Autism Approach Program, augmenting her narrative with
- [Pennington-2018](https://www.dyslexia.com/reference/pennington-2018/) - Abstract: While the overarching function of public educational institutions is to instruct students in the proper methods of intellectual, psychological, and emotional growth, the total institution of academia can marginalize students. With regards to students with learning disabilities, stereotypically erudite functions of being an accomplished student become extremely challenging. Dyslexia is considered the most common and
- [Centanni-Pantazis-2018](https://www.dyslexia.com/reference/centanni-pantazis-2018/) - Highlights • Quantified variability in evoked neural responses of children with and without dyslexia. • A subset of children with dyslexia had significantly higher variability in cortex. • Higher variability observed in auditory and visual domains in multiple reading network nodes. • Risk alleles in KIAA0319 were related to degree of variability in auditory cortex. • Results support unstable neural responses as
- [Perera-Shiratuddin-2018](https://www.dyslexia.com/reference/perera-shiratuddin-2018/) - Dyslexia is a disability that causes difficulties in reading and writing despite average intelligence. This hidden disability often goes undetected since dyslexics are normal and healthy in every other way. Electroencephalography (EEG) is one of the upcoming methods being researched for identifying unique brain activation patterns in dyslexics. The aims of this paper are to
- [Schulz-Maurer-2009](https://www.dyslexia.com/reference/schulz-maurer-2009/) - Developmental dyslexia is a highly prevalent and specific disorder of reading acquisition characterised by impaired reading fluency and comprehension. We have previously identified fMRI- and ERP-based neural markers of impaired sentence reading in dyslexia that indicated both deviant basic word processing and deviant semantic incongruency processing. However, it remained unclear how specific these impairments are
- [Vidyasagar-Pammer-2010](https://www.dyslexia.com/reference/vidyasagar-pammer-2010/) - Developmental dyslexia affects up to 10 per cent of the population and it is important to understand its causes. It is widely assumed that phonological deficits, that is, deficits in how words are sounded out, cause the reading difficulties in dyslexia. However, there is emerging evidence that phonological problems and the reading impairment both arise
- [Perera - 2017](https://www.dyslexia.com/reference/perera-2017/) - In this thesis, we are particularly interested in discussing the use of EEG to explore unique brain activities of adults with dyslexia. We attempt to discover unique EEG signal patterns between adults with dyslexia compared to normal controls while performing tasks that are more challenging for individuals with dyslexia. These tasks include real-word reading, nonsenseword reading,
- [Diehl-Frost-2014](https://www.dyslexia.com/reference/diehl-frost-2014/) - Despite anecdotal evidence of relative visuospatial processing strengths in individuals with reading disability (RD), only a few studies have assessed the presence or the extent of these putative strengths. The current study examined the cognitive and neural bases of visuospatial processing abilities in adolescents with RD relative to typically developing (TD) peers. Using both cognitive
- [Þorsteinsson-2015](https://www.dyslexia.com/reference/thorsteinsson-2015/) - The focus of the study was to identify what common features enables dyslexic students to achieve higher education. This was done by interviewing nine dyslexic students that had successfully achieved higher education and were currently studying at Reykjavík University (HR). The study also focused on upper secondary school experience of the students, with a emphasis
- [Rekha-2010](https://www.dyslexia.com/reference/rekha-2010/) - Comparative Group Study, comparing pre/post treatment outcomes of 30 third and fourth grade students (age 8-11) taught with either the Davis approach or an eclectic approach designed by the researcher, with a control group receiving traditional classroom instruction.
- [Protopapas-Parrila-2018](https://www.dyslexia.com/reference/protopapas-parrila-2018/) - Specific word reading difficulty, commonly termed ‘developmental dyslexia’, refers to the low end of the word reading skill distribution but is frequently considered to be a neurodevelopmental disorder. This term implies that brain development is thought to be disrupted, resulting in an abnormal and dysfunctional brain. We take issue with this view, pointing out that
- [Van de Sande-Segers-2018](https://www.dyslexia.com/reference/sande-segers-2018/) - Attentional and action control are two levels of executive control that are essential to early reading development. Together these levels enable the construction and monitoring of cognitive representations and of efficient task-behavior, which are both necessary to benefit from reading instruction. The longitudinal and unique contributions of this internal and external level of executive control
- [Suarez-Coalla 2017](https://www.dyslexia.com/reference/suarez-coalla-2017/) - The goal of this study was to investigate the role of morphology in reading and spelling fluency in Spanish children with dyslexia. For that purpose, a group of 24 children with dyslexia was compared with an age-matched group of 24 children without reading disabilities in performing a word naming task and a spelling-to-dictation task of
- [Crogman Gilger Hoeft 2018](https://www.dyslexia.com/reference/crogman-gilger-hoeft/) - While data on nonlinguistic skills remain relatively unconsidered in general defnitions of RD, we argue that these abilities may be an important part of the RD and 2e-RD picture. To develop such an argument, we start by providing an overview of current defnitions of RD (Lyon, Shaywitz, & Shaywitz, 2003) and 2e (Foley Nicpon, Allmon,
- [Srivastava-Haider-2017](https://www.dyslexia.com/reference/srivastava-haider-2017/) - Internet has been source of knowledge for decades. The pool of information cannot be sustained in absence of the network of networks. Internet has many useful applications in commercial, social and educational areas. In today’s scenario, e-learning is also one of the useful applications in the world of Internet. The medium of e-learning has achieved
- [Sakai-2017](https://www.dyslexia.com/reference/sakai-2017-2/) - Learning disabilities (LD) are one of the essential issues in education, and also a very difficult challenge to overcome it in practice. This study compares to Japan and the U.S. as an example case of a country where LD support is still early stage and relatively advanced respectively, with the supports based on three different
- [Balci Cayir 2017](https://www.dyslexia.com/reference/balci-cayir-2017/)
- [Faramarzi-Moradi-2017](https://www.dyslexia.com/reference/faramarzi-moradi-2017/) - The present study aimed to develop the thinking maps training package and compare its training effect with the thinking maps method on the reading performance of second and fifth grade of elementary school male dyslexic students.
- [Hamid Ubaidullah 2017](https://www.dyslexia.com/reference/hamid-ubaidullah-2017/) - This paper discusses the design of a non-immersive virtual environment for diagnosing dyslexic children’s visual-spatial potential called D-Potensi and the diagnostic testing of the prototype. The design of the virtual environment is based on the adaption of Sutcliffe's VR development methodology, comprising four activities: (i) determining type of VR, (ii) selecting modalities and interaction devices,
- [Shaywitz-Shaywitz-2003](https://www.dyslexia.com/reference/shaywitz-2003/) - ABSTRACT BACKGROUND: This study examined whether and how two groups of young adults who were poor readers as children (a relatively compensated group and a group with persistent reading difficulties) differed from nonimpaired readers and if there were any factors distinguishing the compensated from persistently poor readers that might account for their different outcomes. METHODS:
- [Leonard Eckert 2008](https://www.dyslexia.com/reference/leonard-eckert-2008/) - Developmental language disorders are characterized by a maturational trajectory that deviates or lags that of normal children. Given the wide variation in the rate of normal language development, diagnosis and classification of these disorders poses severe problems for the clinician. Our laboratory has been searching for anatomical signatures that could aid the development of a
- [Hoeft McCandliss](https://www.dyslexia.com/reference/hoeft-mccandliss/) - Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion
- [Welcome Leonard 2010](https://www.dyslexia.com/reference/welcome-leonard-2010/) - Resilient readers are characterized by impaired phonological processing despite skilled text comprehension. We investigated orthographic and semantic processing in resilient readers to examine mechanisms of compensation for poor phonological decoding. Performance on phonological (phoneme deletion, pseudoword reading), orthographic (orthographic choice, orthographic analogy), and semantic (semantic priming, homograph resolution) tasks was compared between resilient, poor and
- [Welcome Chiarello C 2011](https://www.dyslexia.com/reference/welcome-chiarello-2011/) - We compared cortical anatomy, using 3D brain MRI scans, between three groups of university students: proficient readers (skilled at phonological decoding and text comprehension), poor readers (impaired at phonological decoding and text comprehension), and resilient readers (impaired at phonological decoding but skilled in text comprehension). This latter group provides a unique opportunity to investigate associations
- [Poole 2010](https://www.dyslexia.com/reference/poole-2010/) - In earlier work the concept of Orientation (O) was proposed as the key factor in successful literacy acquisition. This article develops that idea further to discuss the potential of Orientation Theory (OT) to unite current conflicts between apparently opposing theories of dyslexia. After briefly outlining these theoretical differences it is proposed that by adopting an ecological paradigm, in place
- [Quémart 2013](https://www.dyslexia.com/reference/quemart-2013/) - We investigated whether children with dyslexia rely on derivational morphology during visual word recognition and how the semantic and form properties of morphemes influence this processing. We conducted two masked priming experiments, in which we manipulated the semantic overlap (Experiment 1) and the form overlap (Experiment 2) between morphologically related pairs of words. In each
- [Elbro-Ambak-1996](https://www.dyslexia.com/reference/elbro-ambak-1996/) - This paper begins by presenting theoretical arguments and empirical evidence to support the idea that morpheme analysis strategies play a part in word recognition in reading, and in dyslexia in particular. The results of two studies are presented which indicate that dyslexic adolescents use recognition of root morphemes as a compensatory strategy in reading of
- [Corkett-2006](https://www.dyslexia.com/reference/corkett-2006/) - The self‐reported study and learning strategies used by university students reporting a significant history of reading difficulties (HRD; N = 29) were compared to those of university students who reported no history of reading difficulties (NRD; N = 38). All participants were given a battery ofstandardized tests and completed a questionnaire that addressed demographic information;
- [Manowska 2017](https://www.dyslexia.com/reference/manowska-2017/) - The paper discusses the issues of motivation among dyslexic learners of English, trying to indicate possible ways of its initiation and further stabilisation. The subject matter of the research is reading comprehension. The author stresses a possibility of positive enhancement of the task among dyslexic learners of English on condition appropriate requirements (such as positive
- [Horwitz-Rumsey-1998](https://www.dyslexia.com/reference/horwitz-rumsey-1998/) - Using positron emission tomography , we demonstrate in normal men that regional cerebral blood flow in the left angular gyrus shows strong within-task, across-subjects correlations (i.e., functional connectivity) with regional cerebral blood flow in extrastriate occipital and temporal lobe regions during single word reading. In contrast, the left angular gyrus is functionally disconnected from these
- [Rumsey Horwitz 1999](https://www.dyslexia.com/reference/rumsey-horwitz-1999/) - Functional imaging studies have shown reduced regional cerebral blood flow (rCBF) in temporal and inferior parietal regions in dyslexia. To relate such abnormalities to the severity of dyslexia, correlations between reading skill and rCBF during a series of reading tasks and visual fixation were mapped for 17 right-handed dyslexic men, ages 18-40, and 14 matched
- [Ayers 2017](https://www.dyslexia.com/reference/ayers-2017/)
- [Law 2017](https://www.dyslexia.com/reference/law-2017/) - This study examined the processing of derivational morphology and its association with measures of morphological awareness and literacy outcomes in 30 Dutch-speaking high-functioning dyslexics, and 30 controls, matched for age and reading comprehension. A masked priming experiment was conducted where the semantic overlap between morphologically related pairs was manipulated as part of a lexical decision
- [Cavalli - Duncan - 2017](https://www.dyslexia.com/reference/cavalli-duncan-2017/) - Some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading,
- [Cavalli - Colé - 2017](https://www.dyslexia.com/reference/cavalli-cole-2017/) - Developmental dyslexia is characterized by impairments in reading fluency and spelling that persist into adulthood. Here, we hypothesized that high-achieving adult dyslexics (i.e., university students with a history of dyslexia) manage to cope with these deficits by relying to a greater extent on morphological information than do non-impaired adult readers. We used magnetoencephalography (MEG) in
- [Cavalli-Casalis-2016](https://www.dyslexia.com/reference/cavalli-casalis-2016/) - Highlights • Reading deficits are persistent in university students with dyslexia (DYS). • Persistence of deficits in phonological skills in DYS. • But vocabulary breadth (number of known words) is well developed in DYS. • And vocabulary depth (precision) is more developed in DYS than in normal readers. • Vocabulary skills can be considered as
- [Law-Wouters -2015](https://www.dyslexia.com/reference/law-wouters-2015/) - This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills
- [Al-Barhamtoshy-2017](https://www.dyslexia.com/reference/al-barhamtoshy-2017/) - This paper introduces to diagnosis of Dyslexia using computing system, considered people difficulties in reading, spelling, writing and speaking. Consequently, a computational analysis classifier will be achieved using dyslexia metrics techniques. Accordingly, Gibson test of brain skills will be used with effect of working memory, auditing (hearing and speech) and visual memory and cognition, visual
- [Valet-2017](https://www.dyslexia.com/reference/valet-2017/) - Votre enfant peine à l'école et ses difficultés ne font qu'augmenter au fil des ans ? Vous avez des soupçons ou bien même déjà obtenu un diagnostic ? Que faire ? Vers qui se tourner ? Et, surtout, quel accompagnement mettre en place lorsque l'existence d'un trouble "DYS" est établie ? S’appuyant sur la méthode
- [Hoi-2016](https://www.dyslexia.com/reference/hoi-2016/)
- [Hoi-2014](https://www.dyslexia.com/reference/hoi-2014/)
- [Waldie-Wilson-2017](https://www.dyslexia.com/reference/waldie-2017/) - Highlights • We used a word-rhyming task to measure differences in neural activity between dyslexics and typical readers. • Our findings show that dyslexics and typical readers do not use the reading network similarly. • Specifically, similar neural activation did not reflect similar behavioral performance. • Reading performance was positively correlated with activation in the right STG and the
- [Whitehead-2017](https://www.dyslexia.com/reference/whitehead-2017/) - Why Tyrannosaurus but Not If? Book by Richard Whitehead, explores educational theory and practice tied to Davis methods.
- [Kalayu 2016](https://www.dyslexia.com/reference/kalayu-2016/)
- [Cavalli-Duncan-2016](https://www.dyslexia.com/reference/cavalli-duncan-2016/) - Researchers found that morphological knowledge corresponded positively with reading level for dyslexic university students with persistent phonological deficits.
- [Sakai-2017](https://www.dyslexia.com/reference/sakai-2017/) - This study compares to Japan and the U.S. as an example case of a country where LD support is still early stage and relatively advanced respectively, with the supports based on three different level of organizations: schools, communities, and nationwide. Contains specific discussion of Davis Symbol Mastery as applied to mathematical concepts.
- [Martinelli-2017](https://www.dyslexia.com/reference/martinelli-2017/) - The aim of this study was to explore the issue of adolescent learners with dyslexia and their visuospatial ability. There is a substantial body of findings in educational and psychological literature suggesting that individuals with dyslexia are likely to have high levels of visuospatial ability. A group of 38 thirteen-year-old male and female bilingual (Maltese
- [Fernandez-2017](https://www.dyslexia.com/reference/fernandez-2017/) - • The relation of reversals (e.g., d for b) with developmental dyslexia was examined. Children performed orientation-based and shape-based tasks on letters and shapes. • Controls but not dyslexics had worse shape-based judgments of mirror (e.g., d - b) than identical pairs. For rotated pairs (e.g., d – p), dyslexics behave as controls in both tasks.
- [Gilger-2017](https://www.dyslexia.com/reference/gilger-2017/)
- [Toffalini-2017](https://www.dyslexia.com/reference/toffalini-2017/) - It has been argued that there may be a higher proportion of exceptional intelligence profiles and giftedness among children with learning disorders (LD) than among typically developing (TD) children, but this impression is only based on anecdotal evidence concerning famous individuals. In a large dataset of 1413 intellectual profiles of children with a diagnosis of
- [Lenz - 2016](https://www.dyslexia.com/reference/lenz-2016/)
- [Ashbaugh - 2016](https://www.dyslexia.com/reference/ashbaugh-2016/) - The purpose of this action research project was to use instructional inquiry to study multisensory spelling instruction with a single fourth grade student diagnosed with dyslexia. Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels encouraging students to use some or all of their senses. To examine the effectiveness of multisensory
- [Cancer-2016](https://www.dyslexia.com/reference/cancer-2016/) - Abstract It is often argued that individuals with Developmental Dyslexia (DD) are particularly creative. In order to test this claim, in Study 1 the WCR (Widening, Connecting, and Reorganizing) Creativity Test was administered to 52 junior high school students, 19 of whom diagnosed with DD. Results showed that students with DD performed significantly better in
- [Shahar - 2016](https://www.dyslexia.com/reference/shahar-2016/) - This book is about how the author and his family empowered their son to transform himself from an extremely autistic toddler, written off by the medical establishment as severely disabled, into a happy and successful 6-year-old living a full contented life and thriving in a mainstream school. It is about the unusually effective treatments they
- [Bertran 2016](https://www.dyslexia.com/reference/bertran-2016/) - Supporting the Success of Adult and Online Students, the fifth book in the Proven Practices in Higher Education series by City University of Seattle, presents twenty-seven chapters on supporting and retaining adult students. Each chapter, written by different authors and teams of authors, presents another perspective on how to motivate and encourage adult learners. The
- [Ridley-2011](https://www.dyslexia.com/reference/ridley-2011/) - Study exploring experiences of dyslexic nursing students and appropriate support.
- [Obradovi?-2015](https://www.dyslexia.com/reference/obradovi-2015/)
- [Thompson-2015](https://www.dyslexia.com/reference/thompson-2015/) - Abstract This study presents a novel exploration into how people with dyslexia construct personal identities within anonymous, unsolicited, postings to an online discussion forum. An interpretational phenomenological analysis suggested three key identities: learning-disabled, differently-enabled and societally-disabled. These are discussed in terms of the extent to which they draw differentially on a discourse of disability as
- [Wai-2014](https://www.dyslexia.com/reference/wai-2014/)
- [Centofanti-2002](https://www.dyslexia.com/reference/centofanti-2002/)
- [Kreder-2000](https://www.dyslexia.com/reference/kreder-2000/)
- [Gilger-2016](https://www.dyslexia.com/reference/gilger-2016/) - Literature Review exploring hypothesized link between dyslexia and spatial reasoning talents.
- [Ischenko-2014](https://www.dyslexia.com/reference/ischenko-2014/)
- [Hill-2013](https://www.dyslexia.com/reference/hill-2013/)
- [Graham-2012](https://www.dyslexia.com/reference/graham-2012/)
- [Murphy-2011](https://www.dyslexia.com/reference/murphy-2011/)
- [Feizipoor H.-2005](https://www.dyslexia.com/reference/feizipoor-h-2005/) - Researchers taught two randomly selected students using Davis Orientation Counseling and Symbol Mastery, and compared progress with two matched controls
- [Conner-2004](https://www.dyslexia.com/reference/conner-2004/)
- [Orenstein-2004](https://www.dyslexia.com/reference/orenstein-2004/)
- [Sher-1999](https://www.dyslexia.com/reference/sher-1999/)
- [Kamala-2015](https://www.dyslexia.com/reference/kamala-2015/)
- [Tafti-2014](https://www.dyslexia.com/reference/tafti-2014/) - Abstract Individuals with learning disabilities (LD) have significant difficulties with academic learning despite appropriate educational opportunities and an absence of intellectual impairments or an identifiable disease or disorder that might otherwise account for the problem. Many researchers have begun to concentrate on the different and nontraditional strengths and capabilities of individuals with learning disabilities, which
- [Mihandoost-2011](https://www.dyslexia.com/reference/mihandoost-2011/)
- [Häfele-2009](https://www.dyslexia.com/reference/hafele-2009/)
- [Murphy-2008](https://www.dyslexia.com/reference/murphy-2008/)
- [Chivers-2005](https://www.dyslexia.com/reference/chivers-2005/)
- [Smythe-2004](https://www.dyslexia.com/reference/smythe-2004/)
- [Marazzi-2011](https://www.dyslexia.com/reference/marazzi-2011/)
- [Attebery-2010](https://www.dyslexia.com/reference/attebery-2010/)
- [Bacon AM-2010](https://www.dyslexia.com/reference/bacon-am-2010/) - Abstract Recent research has suggested that individuals with dyslexia rely on explicit visuospatial representations for syllogistic reasoning while most non‐dyslexics opt for an abstract verbal strategy. This paper investigates the role of visual processes in relational reasoning amongst dyslexic reasoners. Expt 1 presents written and verbal protocol evidence to suggest that reasoners with dyslexia generate
- [Nichols-2009](https://www.dyslexia.com/reference/nichols-2009/)
- [Nzira-2008](https://www.dyslexia.com/reference/nzira-2008/)
- [Howlin-2014](https://www.dyslexia.com/reference/howlin-2014/)
- [Kusuma Dewi-2012](https://www.dyslexia.com/reference/kusuma-dewi-2012/)
- [Wood-2005](https://www.dyslexia.com/reference/wood-2005/)
- [DFES-2004](https://www.dyslexia.com/reference/dfes-2004/) - Report by the UK Department for Education and Skills; overview of various theories and approaches to dyslexia.
- [Halla-Poe-2003](https://www.dyslexia.com/reference/halla-poe-2003/)
- [Tressoldi-2003](https://www.dyslexia.com/reference/tressoldi-2003/) - Study comparing rate and level of reading skill improvement of students taught with one of eight different methods of dyslexia intervention; the group receiving Davis Orientation counseling showed the greatest improvement in reading speed, and the most rapid rate of improvement.
- [Hamid-2015](https://www.dyslexia.com/reference/hamid-2015/)
- [Hoi-2013](https://www.dyslexia.com/reference/hoi-2013/)
- [Minematsu-2008](https://www.dyslexia.com/reference/minematsu-2008/)
- [Serrano-Lopez-2008](https://www.dyslexia.com/reference/serrano-lopez-2008/) - Materializing linguistic concepts through 3-D clay modeling. Book chapter based on study of use of clay modeling of prepositions for college-level foreign language instruction.
- [Papolos-2002](https://www.dyslexia.com/reference/papolos-2002/)
- [Peer-2000](https://www.dyslexia.com/reference/peer-2000/)
- [Senge-2000](https://www.dyslexia.com/reference/senge-2000/)
- [Elium-1997](https://www.dyslexia.com/reference/elium-1997/)
- [Heidari-2012](https://www.dyslexia.com/reference/heidari-2012/) - Randomized controlled study; psychological benefits of Davis program. Third grade boys receiving Davis-based intervention showed significant improvement in educational, athletic, and social self-conceptualization.
- [Ehardt-2008](https://www.dyslexia.com/reference/ehardt-2008/)
- [Gilman-2008](https://www.dyslexia.com/reference/gilman-2008/)
- [Silverstein-2002](https://www.dyslexia.com/reference/silverstein-2002/)
- [Horrobin-2001](https://www.dyslexia.com/reference/horrobin-2001/)
- [Armstrong-2000](https://www.dyslexia.com/reference/armstrong-2000/)
- [Donnelly-2000](https://www.dyslexia.com/reference/donnelly-2000/)
- [Antonelli-2014](https://www.dyslexia.com/reference/antonelli-2014/)
- [Heim-2014](https://www.dyslexia.com/reference/heim-2014/)
- [Ritchie-2013](https://www.dyslexia.com/reference/ritchie-2013/)
- [Sanderson-Mann-2012](https://www.dyslexia.com/reference/sanderson-mann-2012/)
- [Al-Hroub-2010](https://www.dyslexia.com/reference/al-hroub-2010/)
- [Macdonald-2009](https://www.dyslexia.com/reference/macdonald-2009/)
- [Chivers-2001](https://www.dyslexia.com/reference/chivers-2001/)
- [Devolli-2014](https://www.dyslexia.com/reference/devolli-2014/)
- [Plakopiti-2014](https://www.dyslexia.com/reference/plakopiti-2014/)
- [Ahmad-2010](https://www.dyslexia.com/reference/ahmad-2010/)
- [Hibbs-2008](https://www.dyslexia.com/reference/hibbs-2008/)
- [Bennett-2006](https://www.dyslexia.com/reference/bennett-2006/)
- [von Károly-2004-dyslexia](https://www.dyslexia.com/reference/von-karoly-2004-dyslexia/)
- [Dept. of Public Instruction-1997](https://www.dyslexia.com/reference/dept-of-public-instruction-1997/)
- [Bacon-2012-visuospatial](https://www.dyslexia.com/reference/bacon-2012-visuospatial/) - Abstract Impairments in working memory are suggested to be one of the defining characteristics of dyslexia, and deficits in verbal recall are well documented. However, the situation regarding visuospatial memory is less clear. In a widely used measure, the Corsi blocks task, sequences of visuospatial locations can be recalled forwards, in the order presented (CF),
- [Cordea-2009](https://www.dyslexia.com/reference/cordea-2009/)
- [Pollak-2005](https://www.dyslexia.com/reference/pollak-2005/)
- [Wenger-2005](https://www.dyslexia.com/reference/wenger-2005/)
- [Nyíri-2004](https://www.dyslexia.com/reference/nyiri-2004/)
- [Hayes-2002](https://www.dyslexia.com/reference/hayes-2002/)
- [Göbel-2000](https://www.dyslexia.com/reference/gobel-2000/)
- [Willis-1999](https://www.dyslexia.com/reference/willis-1999/)
- [Edmonds-2012](https://www.dyslexia.com/reference/edmonds-2012/)
- [Ambrose-2011](https://www.dyslexia.com/reference/ambrose-2011/) - Case study of use of Davis Symbol Mastery and Davis Reading Exercises with three students
- [Shayan-2011](https://www.dyslexia.com/reference/shayan-2011/) - Researchers investigated the efficiency of Davis Dyslexia Correction Method on reading skills of 16 randomly selected adults, age 17-40.
- [van Staden-2009](https://www.dyslexia.com/reference/van-staden-2009/) - Controlled Study, comparing outcomes of 18 intermediate school dyslexic learners who received Davis-base tutoring over a period of 9 months, with a matched control group receiving traditional tutoring.
- [Gray-2008](https://www.dyslexia.com/reference/gray-2008/)
- [Patton-2004](https://www.dyslexia.com/reference/patton-2004/)
- [Silverman-2002](https://www.dyslexia.com/reference/silverman-2002/)
- [Rolka-2015](https://www.dyslexia.com/reference/rolka-2015/)
- [Eide-2011](https://www.dyslexia.com/reference/eide-2011/)
- [Macdonald-2009-windows](https://www.dyslexia.com/reference/macdonald-2009-windows/)
- [Taylor-2009](https://www.dyslexia.com/reference/taylor-2009/)
- [Hull-2004](https://www.dyslexia.com/reference/hull-2004/)
- [McLoughlin-2002](https://www.dyslexia.com/reference/mcloughlin-2002/)
- [Cooper-2000](https://www.dyslexia.com/reference/cooper-2000/)
- [Scheele-1999](https://www.dyslexia.com/reference/scheele-1999/)
- [Hamid-2014](https://www.dyslexia.com/reference/hamid-2014/)
- [Reid-2011](https://www.dyslexia.com/reference/reid-2011/)
- [Hargrave-2010](https://www.dyslexia.com/reference/hargrave-2010/)
- [Hendrickx-2010](https://www.dyslexia.com/reference/hendrickx-2010/)
- [Morris-2006](https://www.dyslexia.com/reference/morris-2006/)
- [Scott-2005](https://www.dyslexia.com/reference/scott-2005/)
- [Bouwer-2004](https://www.dyslexia.com/reference/bouwer-2004/)
- [Mercogliano-2003](https://www.dyslexia.com/reference/mercogliano-2003/)
- [Bacon-2012-reasoning](https://www.dyslexia.com/reference/bacon-2012-reasoning/) - Abstract Increasing numbers of students in Higher Education (HE) have dyslexia and are particularly over represented in the visual and creative arts. While dyslexia has been associated with artistic talent, some applicants may perceive their academic opportunities as limited because of negative learning experiences associated with their dyslexia. This study explored how the qualitative lived
- [Coltheart-2012](https://www.dyslexia.com/reference/coltheart-2012/)
- [Knauff-2009](https://www.dyslexia.com/reference/knauff-2009/)
- [Nielsen-2008](https://www.dyslexia.com/reference/nielsen-2008/)
- [Turner-2004](https://www.dyslexia.com/reference/turner-2004/)
- [Allen-2003](https://www.dyslexia.com/reference/allen-2003/)
- [Bogdashina-2003](https://www.dyslexia.com/reference/bogdashina-2003/)
- [Giovenzana-2011](https://www.dyslexia.com/reference/giovenzana-2011/)
- [Bell-2009](https://www.dyslexia.com/reference/bell-2009/)
- [Kramer-2009](https://www.dyslexia.com/reference/kramer-2009/)
- [Vittles-2009](https://www.dyslexia.com/reference/vittles-2009/)
- [Eide-2007](https://www.dyslexia.com/reference/eide-2007/)
- [Hunter-Carsch-2001](https://www.dyslexia.com/reference/hunter-carsch-2001/)
- [Cohen-2000](https://www.dyslexia.com/reference/cohen-2000/)
- [Smith-1996](https://www.dyslexia.com/reference/smith-1996/)
- [Elliott-2014](https://www.dyslexia.com/reference/elliott-2014/)
- [Skinner-2012](https://www.dyslexia.com/reference/skinner-2012/)
- [Bell-2010](https://www.dyslexia.com/reference/bell-2010/)
- [Poole-2008](https://www.dyslexia.com/reference/poole-2008/) - Comprising 210 pages with 12 Figures and 4 Tables, the book has 10 chapters covering: auditory, visual and movement-based programmes; multisensory programmes, pharmacological treatments and phonological literacy programmes; and the hypothesis generated from it of Orientation Theory.
- [Pavey-2007](https://www.dyslexia.com/reference/pavey-2007/)
- [Glazener-2004](https://www.dyslexia.com/reference/glazener-2004/)
- [Kano-2002](https://www.dyslexia.com/reference/kano-2002/)
- [Morgan-2001](https://www.dyslexia.com/reference/morgan-2001/)
- [Bacon-2014](https://www.dyslexia.com/reference/bacon-2014/) - Abstract Effective reasoning is fundamental to problem solving and achievement in education and employment. Protocol studies have previously suggested that people with dyslexia use reasoning strategies based on visual mental representations, whereas non‐dyslexics use abstract verbal strategies. This research presents converging evidence from experimental and individual differences perspectives. In Experiment 1, dyslexic and non‐dyslexic participants
- [Leitao-2014](https://www.dyslexia.com/reference/leitao-2014/)
- [Butz-2010](https://www.dyslexia.com/reference/butz-2010/)
- [Kurtz-2008](https://www.dyslexia.com/reference/kurtz-2008/)
- [NZ-Ministry-2007](https://www.dyslexia.com/reference/nz-ministry-2007/)
- [Bouchard-2004](https://www.dyslexia.com/reference/bouchard-2004/)
- [Mauk-2003](https://www.dyslexia.com/reference/mauk-2003/)
- [Dawson-2015](https://www.dyslexia.com/reference/dawson-2015/)
- [Mitra-2008](https://www.dyslexia.com/reference/mitra-2008/)
- [Holm-2006](https://www.dyslexia.com/reference/holm-2006/)
- [Brown-2003](https://www.dyslexia.com/reference/brown-2003/)
- [Cole-McCrea-2002](https://www.dyslexia.com/reference/cole-mccrea-2002/)
- [Cooke-2002](https://www.dyslexia.com/reference/cooke-2002/)
- [Hills-1997](https://www.dyslexia.com/reference/hills-1997/)
- [Lee-2014](https://www.dyslexia.com/reference/lee-2014/)
- [Macdonald-2010](https://www.dyslexia.com/reference/macdonald-2010/)
- [Helga-2008](https://www.dyslexia.com/reference/helga-2008/)
- [Sims-2006](https://www.dyslexia.com/reference/sims-2006/)
- [Spelberg-2000](https://www.dyslexia.com/reference/spelberg-2000/)
- [Stordy-2000](https://www.dyslexia.com/reference/stordy-2000/)
- [Lahrson-Fisher-1998](https://www.dyslexia.com/reference/lahrson-fisher-1998/)
- [Nandhini-2013](https://www.dyslexia.com/reference/nandhini-2013/)
- [Amsberry-2012](https://www.dyslexia.com/reference/amsberry-2012/) - Case study, using Davis Symbol Mastery to assist a fourth grade boy with a diagnosed learning diability to learn spelling words
- [Gabor-2010](https://www.dyslexia.com/reference/gabor-2010/)
- [de Fouchier-2007](https://www.dyslexia.com/reference/de-fouchier-2007/)
- [Sanderson-Mann-2006](https://www.dyslexia.com/reference/sanderson-mann-2006/)
- [Longe-2004](https://www.dyslexia.com/reference/longe-2004/)
- [Pfeiffer-2001](https://www.dyslexia.com/reference/pfeiffer-2001/) - Longitudinal study of 86 primary level students taught with Davis strategies in 3 groups. Students scored significantly higher on recognition of basic sight words than students in matched control groups.
- [Kamala-2014](https://www.dyslexia.com/reference/kamala-2014/)
- [Kenny-2009](https://www.dyslexia.com/reference/kenny-2009/)
- [Michal-2009](https://www.dyslexia.com/reference/michal-2009/)
- [Golon-2008](https://www.dyslexia.com/reference/golon-2008/)
- [Lahrson-Fisher-2003](https://www.dyslexia.com/reference/lahrson-fisher-2003/)
- [Dale-2001](https://www.dyslexia.com/reference/dale-2001/)
- [Weaver-1999](https://www.dyslexia.com/reference/weaver-1999/)
- [Hall-2015](https://www.dyslexia.com/reference/hall-2015/)
- [Grosholz-2013](https://www.dyslexia.com/reference/grosholz-2013/)
- [Sahari-2012](https://www.dyslexia.com/reference/sahari-2012/)
- [Grant-2010](https://www.dyslexia.com/reference/grant-2010/)
- [Jantzen-2009](https://www.dyslexia.com/reference/jantzen-2009/)
- [Schetter-2009](https://www.dyslexia.com/reference/schetter-2009/)
- [Phoenix-2008](https://www.dyslexia.com/reference/phoenix-2008/)
- [Reid-2001](https://www.dyslexia.com/reference/reid-2001/)
- [Franks-2014](https://www.dyslexia.com/reference/franks-2014/) - ABSTRACT There is anecdotal evidence as well as a small but growing research literature indicating there may be a higher incidence of dyslexia amongst entrepreneurs compared to business managers and to the general population. Studies indicate that while dyslexics may resist entry into mainstream businesses due to their generally low literacy levels, there appears to
- [Golden-2010](https://www.dyslexia.com/reference/golden-2010/)
- [Harrison-2008](https://www.dyslexia.com/reference/harrison-2008/)
- [Lebovits-2005](https://www.dyslexia.com/reference/lebovits-2005/)
- [Goldish-2001](https://www.dyslexia.com/reference/goldish-2001/)
- [Silverman-2000](https://www.dyslexia.com/reference/silverman-2000/)
- [Temple-1998](https://www.dyslexia.com/reference/temple-1998/)
- [Maxwell-2012](https://www.dyslexia.com/reference/maxwell-2012/)
- [Yates-2012](https://www.dyslexia.com/reference/yates-2012/)
- [Skinner-2011](https://www.dyslexia.com/reference/skinner-2011/)
- [Tolmie-2008](https://www.dyslexia.com/reference/tolmie-2008/)
- [Bacon AM-2007](https://www.dyslexia.com/reference/bacon-am-2007/) - Abstract Bacon, Handley, and Newstead (2003, 2004), have presented evidence for individual differences in reasoning strategies, with most people seeming to represent and manipulate problem information using either a verbal or a spatial strategy. There is also evidence that individuals with dyslexia are inclined to conceptualise information in a visuo-spatial, rather than a verbal, way
- [Wiltshire-2002](https://www.dyslexia.com/reference/wiltshire-2002/)
- [Henry-1999](https://www.dyslexia.com/reference/henry-1999/)
- [Freed-1998](https://www.dyslexia.com/reference/freed-1998/)
- [Kramer-2016](https://www.dyslexia.com/reference/kramer-2016/) - Early models of dyslexia were defined by deficiencies or failings. More recent models shifted the focus to an awareness of differences with Ronald D. Davis one of the earliest to focus on strengths and to argue that dyslexia was the result of perceptual talent. Very few objective studies have been done to compare the spatial or perceptual
- [Craig-2014](https://www.dyslexia.com/reference/craig-2014/)
- [Stern-2008](https://www.dyslexia.com/reference/stern-2008/)
- [Joseph-2007](https://www.dyslexia.com/reference/joseph-2007/)
- [Clausen-May-2005](https://www.dyslexia.com/reference/clausen-may-2005/)
- [Bogdashina-2004](https://www.dyslexia.com/reference/bogdashina-2004/)
- [Marshall-2004](https://www.dyslexia.com/reference/marshall-2004/)
- [Poole-2003](https://www.dyslexia.com/reference/poole-2003/)
- [Di Lauro-2012](https://www.dyslexia.com/reference/di-lauro-2012/)
- [Armstrong-2010](https://www.dyslexia.com/reference/armstrong-2010/)
- [Williams-2009](https://www.dyslexia.com/reference/williams-2009/)
- [Engelbrecht-2005](https://www.dyslexia.com/reference/engelbrecht-2005/) - Study of academic and psychological progress of 10 dyslexic students compared with a matched control group of 10 students.
- [Dobson-2002](https://www.dyslexia.com/reference/dobson-2002/)
- [Daniels-2001](https://www.dyslexia.com/reference/daniels-2001/)
- [Hale-1998](https://www.dyslexia.com/reference/hale-1998/)
- [Carson-2014](https://www.dyslexia.com/reference/carson-2014/) - Small group study exploring use of Davis Symbol Mastery for learning spelling of homonyms on the Dolch word list.
- [Tholen-2011](https://www.dyslexia.com/reference/tholen-2011/)
- [Heim-2008](https://www.dyslexia.com/reference/heim-2008/)
- [Morris-2007](https://www.dyslexia.com/reference/morris-2007/)
- [Solvang-2007](https://www.dyslexia.com/reference/solvang-2007/)
- [Thomson-2006](https://www.dyslexia.com/reference/thomson-2006/)
- [Katrín-2004](https://www.dyslexia.com/reference/katrin-2004/)
- [Payne-1998](https://www.dyslexia.com/reference/payne-1998/)
- [Hachmann-2014](https://www.dyslexia.com/reference/hachmann-2014/)
- [Alderson-2012](https://www.dyslexia.com/reference/alderson-2012/)
- [Lee-2010](https://www.dyslexia.com/reference/lee-2010/) - Case Study reporting progress of a 9-year-old student using Davis Dyslexia Correction techniques.
- [Christo-2009](https://www.dyslexia.com/reference/christo-2009/)
- [Oetringer-2008](https://www.dyslexia.com/reference/oetringer-2008/)
- [Bumbaugh-2006](https://www.dyslexia.com/reference/bumbaugh-2006/)
- [Fawcett-2001](https://www.dyslexia.com/reference/fawcett-2001/)
- [Deiner-2009](https://www.dyslexia.com/reference/deiner-2009/)
- [Hess-2009](https://www.dyslexia.com/reference/hess-2009/) - Case study, using a combination of a traditional tutoring approach (Wilson Reading) and Davis Alignment with adult student.
- [Sheppard-2009](https://www.dyslexia.com/reference/sheppard-2009/)
- [Smallridge-2009](https://www.dyslexia.com/reference/smallridge-2009/) - This inquiry investigates the nature of dyslexia, reviews the way schools can meet the needs of dyslexic learners and compares a couple of popular specialist interventions. A large body of research evidence has highlighted the complex nature of dyslexia. Phonological awareness is a significant factor in dyslexia and has been the focus of a large
- [Von Schwarzenfeld-2009](https://www.dyslexia.com/reference/von-schwarzenfeld-2009/)
- [Combs-2005](https://www.dyslexia.com/reference/combs-2005/)
- [Miles-1999](https://www.dyslexia.com/reference/miles-1999/)
- [Dunbar-2013](https://www.dyslexia.com/reference/dunbar-2013/)
- [Whitelegg-2013](https://www.dyslexia.com/reference/whitelegg-2013/)
- [Heidari T-2012](https://www.dyslexia.com/reference/heidari-t-2012/) - Randomized controlled study comparing 20 dyslexic third grade boys receiving Davis-based tutoring with a control group.
- [Chapman-2010](https://www.dyslexia.com/reference/chapman-2010/)
- [Akhavan Tafti-2009](https://www.dyslexia.com/reference/akhavan-tafti-2009/)
- [Marshall-2009](https://www.dyslexia.com/reference/marshall-2009/)
- [Hammersley-2006](https://www.dyslexia.com/reference/hammersley-2006/)
- [Everatt-1997](https://www.dyslexia.com/reference/everatt-1997/)
- [Jackson-2015](https://www.dyslexia.com/reference/jackson-2015/)
- [Folb-2012](https://www.dyslexia.com/reference/folb-2012/)
- [Davies-2011](https://www.dyslexia.com/reference/davies-2011/)
- [Þóra-2009](https://www.dyslexia.com/reference/thora-2009/)
- [Tom-2004](https://www.dyslexia.com/reference/tom-2004/)
- [Serrano-Lopez-2003](https://www.dyslexia.com/reference/serrano-lopez-2003/) - Study of Davis -based clay modeling as a study technique for university students learning a foreign language.
- [Volkman-2003](https://www.dyslexia.com/reference/volkman-2003/)
- [Peer-2001](https://www.dyslexia.com/reference/peer-2001/)
- [Akhavan Tafti-2014](https://www.dyslexia.com/reference/akhavan-tafti-2014/)
- [Chyl-Fraga_Gonzales-2021](https://www.dyslexia.com/reference/chyl-fraga_gonzales-2021/) - Abstract Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from
- [Berninger-Vermeulen-2003](https://www.dyslexia.com/reference/berninger-vermeulen-2003/) - Purpose: This research evaluated the relative effectiveness of three instructional approaches to supplementing the regular reading program for second graders with low word reading and/or pseudoword reading skills. Method: In the instructional experiment, 96 second graders with low reading achievement were randomly assigned to one of four conditions: (a) explicit and reflective word recognition, (b) explicit and

## Testimonials

- [Wiegmann-2022](https://www.dyslexia.com/testimonial/wiegmann-2022/)
- [Brown-Sims](https://www.dyslexia.com/testimonial/brown-sims/)
- [Chicago-2021](https://www.dyslexia.com/testimonial/chicago-2021/)
- [Head-32121](https://www.dyslexia.com/testimonial/head-32121/)
- [Beer-2021](https://www.dyslexia.com/testimonial/beer-2021/)
- [Wong-1716](https://www.dyslexia.com/testimonial/1716/)
- [Hoi-2417](https://www.dyslexia.com/testimonial/hoi-2417/)
- [Gonzales-1737](https://www.dyslexia.com/testimonial/1737/)
- [VonBon-2379](https://www.dyslexia.com/testimonial/vonbon-2379/)
- [Chigounis-2479](https://www.dyslexia.com/testimonial/chigounis-2479/)
- [Ford-1736](https://www.dyslexia.com/testimonial/1736/)
- [Davie-1733](https://www.dyslexia.com/testimonial/1733/)
- [McGillivray-2387](https://www.dyslexia.com/testimonial/mcgillivray-2387/)
- [McGillivray-2388](https://www.dyslexia.com/testimonial/mcgillivray-2388/)
- [Mills-1896](https://www.dyslexia.com/testimonial/mills-1896/)
- [Wilson-2376](https://www.dyslexia.com/testimonial/wilson-2376/)
- [Kettlewell-1730](https://www.dyslexia.com/testimonial/1730/)
- [Gomma-5893](https://www.dyslexia.com/testimonial/gomma-5893/)
- [Doyle-5740](https://www.dyslexia.com/testimonial/doyle-5740/)
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- [Stead-2556](https://www.dyslexia.com/testimonial/stead-2556/)
- [White 2442](https://www.dyslexia.com/testimonial/white-2442/)
- [McPhall-2386](https://www.dyslexia.com/testimonial/mcphall-2386/)
- [Deneson-2385](https://www.dyslexia.com/testimonial/deneson-2385/)
- [LoGiudice-2384](https://www.dyslexia.com/testimonial/logiudice-2384/)
- [Long-2383](https://www.dyslexia.com/testimonial/long-2383/)
- [Linwick-Rouzer-2381](https://www.dyslexia.com/testimonial/linwick-rouzer-2381/)
- [Curry-2380](https://www.dyslexia.com/testimonial/curry-2380/)
- [Hall-S-2377](https://www.dyslexia.com/testimonial/hall-s-2377/)
- [Hall-L-2375](https://www.dyslexia.com/testimonial/hall-l-2375/)
- [Smarjesse-2369](https://www.dyslexia.com/testimonial/smarjesse-2369/)
- [Brown-1729](https://www.dyslexia.com/testimonial/1729/)
- [Thoendel-1731](https://www.dyslexia.com/testimonial/1731/)
- [Young-1727](https://www.dyslexia.com/testimonial/1727/)
- [Code-1728](https://www.dyslexia.com/testimonial/1728/)
- [Schaub-1734](https://www.dyslexia.com/testimonial/1734/)
- [SmithD-1717](https://www.dyslexia.com/testimonial/1717/)
- [Young-1726](https://www.dyslexia.com/testimonial/1726/)
- [Kozuki-1897](https://www.dyslexia.com/testimonial/kozuki-1897/)
- [Phipps-1899](https://www.dyslexia.com/testimonial/phipps-1899/)
- [Zink-1715](https://www.dyslexia.com/testimonial/1715/)
- [Carson-1732](https://www.dyslexia.com/testimonial/1732/)

## Categories

- [Uncategorized](https://www.dyslexia.com/category/uncategorized/)
- [Parent](https://www.dyslexia.com/category/report_source/parent/)
- [Source](https://www.dyslexia.com/category/report_source/)
- [Client Age](https://www.dyslexia.com/category/client-age/)
- [Child](https://www.dyslexia.com/category/client-age/child/)
- [Language](https://www.dyslexia.com/category/language/)
- [English](https://www.dyslexia.com/category/language/english/)
- [Program](https://www.dyslexia.com/category/program/)
- [Dyslexia](https://www.dyslexia.com/category/program/dyslexia/)

## Tags

- [brain development](https://www.dyslexia.com/tag/brain-development/)
- [dyslexia](https://www.dyslexia.com/tag/dyslexia/)
- [Davis theory](https://www.dyslexia.com/tag/davis-theory/)
- [disorientation](https://www.dyslexia.com/tag/disorientation/)
- [Davis program](https://www.dyslexia.com/tag/davis-program/)
- [reading exercises](https://www.dyslexia.com/tag/reading-exercises/)
- [homeschool](https://www.dyslexia.com/tag/homeschool/)
- [clay](https://www.dyslexia.com/tag/clay/)
- [symbol mastery](https://www.dyslexia.com/tag/symbol-mastery/)
- [traits](https://www.dyslexia.com/tag/traits/)
- [diagnosis](https://www.dyslexia.com/tag/diagnosis/)
- [statistics](https://www.dyslexia.com/tag/statistics/)
- [reading improvement](https://www.dyslexia.com/tag/reading-improvement/)
- [Rocky Point](https://www.dyslexia.com/tag/rocky-point/)
- [ADHD](https://www.dyslexia.com/tag/adhd/)
- [executive function](https://www.dyslexia.com/tag/executive-function/)
- [attention focus](https://www.dyslexia.com/tag/attention-focus/)
- [adult dyslexia](https://www.dyslexia.com/tag/adult-dyslexia/)
- [symptoms](https://www.dyslexia.com/tag/symptoms/)
- [phonics](https://www.dyslexia.com/tag/phonics/)
- [classroom support](https://www.dyslexia.com/tag/classroom-support/)
- [dyscalculia](https://www.dyslexia.com/tag/dyscalculia/)
- [mathematics](https://www.dyslexia.com/tag/mathematics/)
- [spelling](https://www.dyslexia.com/tag/spelling/)
- [self-esteem](https://www.dyslexia.com/tag/self-esteem/)
- [davis reading exercises](https://www.dyslexia.com/tag/davis-reading-exercises/)
- [orientation counseling](https://www.dyslexia.com/tag/orientation-counseling/)
- [adults](https://www.dyslexia.com/tag/adults/)
- [foreign language learning](https://www.dyslexia.com/tag/foreign-language-learning/)
- [Davis Alignment](https://www.dyslexia.com/tag/davis-alignment/)
- [davis research](https://www.dyslexia.com/tag/davis-research/)
- [research](https://www.dyslexia.com/tag/research/)
- [reading speed](https://www.dyslexia.com/tag/reading-speed/)
- [Davis Learning Strategies](https://www.dyslexia.com/tag/davis-learning-strategies/)
- [sight words](https://www.dyslexia.com/tag/sight-words/)
- [attention](https://www.dyslexia.com/tag/attention/)
- [dyslexia awareness](https://www.dyslexia.com/tag/dyslexia-awareness/)
- [autism](https://www.dyslexia.com/tag/autism/)
- [identity development](https://www.dyslexia.com/tag/identity-development/)
- [legislation](https://www.dyslexia.com/tag/legislation/)
- [morphological processing](https://www.dyslexia.com/tag/morphological-processing/)
- [vocabulary](https://www.dyslexia.com/tag/vocabulary/)
- [dyslexic strengths](https://www.dyslexia.com/tag/dyslexic-strengths/)
- [wordmeaning](https://www.dyslexia.com/tag/wordmeaning/)
- [altbrain](https://www.dyslexia.com/tag/altbrain/)
- [visual-spatial skills](https://www.dyslexia.com/tag/visual-spatial-skills/)
- [eeg](https://www.dyslexia.com/tag/eeg/)
- [orientation](https://www.dyslexia.com/tag/orientation/)
- [picture-thinking](https://www.dyslexia.com/tag/picture-thinking/)
- [education](https://www.dyslexia.com/tag/education/)
- [book review](https://www.dyslexia.com/tag/book-review/)
- [accommodations](https://www.dyslexia.com/tag/accommodations/)
- [trigger words](https://www.dyslexia.com/tag/trigger-words/)
- [word meaning](https://www.dyslexia.com/tag/word-meaning/)
- [creativity](https://www.dyslexia.com/tag/creativity/)
- [semantic priming](https://www.dyslexia.com/tag/semantic-priming/)
- [visual symptoms](https://www.dyslexia.com/tag/visual-symptoms/)
- [perception](https://www.dyslexia.com/tag/perception/)
- [semantic processing](https://www.dyslexia.com/tag/semantic-processing/)
- [dls](https://www.dyslexia.com/tag/dls/)
- [VWFA](https://www.dyslexia.com/tag/vwfa/)
- [mirror generalization](https://www.dyslexia.com/tag/mirror-generalization/)
- [og-overview](https://www.dyslexia.com/tag/og-overview/)
- [phonics-based intervention](https://www.dyslexia.com/tag/phonics-based-intervention/)
- [pseudoword reading](https://www.dyslexia.com/tag/pseudoword-reading/)
- [treatment resistence](https://www.dyslexia.com/tag/treatment-resistence/)
- [visual attention](https://www.dyslexia.com/tag/visual-attention/)
- [attention shifting](https://www.dyslexia.com/tag/attention-shifting/)
- [resilience](https://www.dyslexia.com/tag/resilience/)
- [right hemisphere](https://www.dyslexia.com/tag/right-hemisphere/)
- [nonresponse](https://www.dyslexia.com/tag/nonresponse/)
- [reading comprehension](https://www.dyslexia.com/tag/reading-comprehension/)
- [digital media](https://www.dyslexia.com/tag/digital-media/)
- [comprehension](https://www.dyslexia.com/tag/comprehension/)
- [phonemic awareness](https://www.dyslexia.com/tag/phonemic-awareness/)
- [morphological awareness training](https://www.dyslexia.com/tag/morphological-awareness-training/)
- [literacy](https://www.dyslexia.com/tag/literacy/)
- [music](https://www.dyslexia.com/tag/music/)
- [temporal processing](https://www.dyslexia.com/tag/temporal-processing/)
- [auditory processing](https://www.dyslexia.com/tag/auditory-processing/)
- [sequencing](https://www.dyslexia.com/tag/sequencing/)
- [policy](https://www.dyslexia.com/tag/policy/)
- [self-referential processing](https://www.dyslexia.com/tag/self-referential-processing/)
- [fluency](https://www.dyslexia.com/tag/fluency/)
- [phonological processing](https://www.dyslexia.com/tag/phonological-processing/)
- [visual memory](https://www.dyslexia.com/tag/visual-memory/)
- [repetition](https://www.dyslexia.com/tag/repetition/)
- [neural adaptation](https://www.dyslexia.com/tag/neural-adaptation/)
- [reading instruction](https://www.dyslexia.com/tag/reading-instruction/)
- [structured word inquiry](https://www.dyslexia.com/tag/structured-word-inquiry/)
- [morphology](https://www.dyslexia.com/tag/morphology/)
- [etymology](https://www.dyslexia.com/tag/etymology/)
- [Decoding](https://www.dyslexia.com/tag/decoding/)
- [vision training](https://www.dyslexia.com/tag/vision-training/)
- [definition of dyslexia](https://www.dyslexia.com/tag/definition-of-dyslexia/)
- [orthographic mapping](https://www.dyslexia.com/tag/orthographic-mapping/)
- [mental rotation training](https://www.dyslexia.com/tag/mental-rotation-training/)
- ["science of reading"](https://www.dyslexia.com/tag/science-of-reading/)
- [orton-gillingham](https://www.dyslexia.com/tag/orton-gillingham/)
- [national reading panel](https://www.dyslexia.com/tag/national-reading-panel/)
- [visual attention span](https://www.dyslexia.com/tag/visual-attention-span/)
- [self-teaching](https://www.dyslexia.com/tag/self-teaching/)
- [spell-reading](https://www.dyslexia.com/tag/spell-reading/)
- [letter visualization](https://www.dyslexia.com/tag/letter-visualization/)
- [france](https://www.dyslexia.com/tag/france/)
- [french](https://www.dyslexia.com/tag/french/)
- [cross-linguistic](https://www.dyslexia.com/tag/cross-linguistic/)
- [alphabet](https://www.dyslexia.com/tag/alphabet/)
- [letter names](https://www.dyslexia.com/tag/letter-names/)
- [orthographic processing](https://www.dyslexia.com/tag/orthographic-processing/)
- [word unitization](https://www.dyslexia.com/tag/word-unitization/)
- [letter naming](https://www.dyslexia.com/tag/letter-naming/)
- [neurodiversity](https://www.dyslexia.com/tag/neurodiversity/)
- [triangle model](https://www.dyslexia.com/tag/triangle-model/)
- [reading development](https://www.dyslexia.com/tag/reading-development/)
- [compensation](https://www.dyslexia.com/tag/compensation/)
- [accuracy](https://www.dyslexia.com/tag/accuracy/)
- [eye movements](https://www.dyslexia.com/tag/eye-movements/)
- [stress](https://www.dyslexia.com/tag/stress/)
- [epigenetics](https://www.dyslexia.com/tag/epigenetics/)
- [social](https://www.dyslexia.com/tag/social/)
- [medical school](https://www.dyslexia.com/tag/medical-school/)
- [career](https://www.dyslexia.com/tag/career/)
- [Rapid automatic naming](https://www.dyslexia.com/tag/rapid-automatic-naming/)
- [processing speed](https://www.dyslexia.com/tag/processing-speed/)
- [double deficit](https://www.dyslexia.com/tag/double-deficit/)
- [Prevalence](https://www.dyslexia.com/tag/prevalence/)
- [reading spectrum](https://www.dyslexia.com/tag/reading-spectrum/)
- [screening](https://www.dyslexia.com/tag/screening/)
- [sensory integration](https://www.dyslexia.com/tag/sensory-integration/)
- [left hemisphere](https://www.dyslexia.com/tag/left-hemisphere/)
- [heredity](https://www.dyslexia.com/tag/heredity/)
- [event related potentials (ERP)](https://www.dyslexia.com/tag/event-related-potentials-erp/)
- [at-risk](https://www.dyslexia.com/tag/at-risk/)
- [infants](https://www.dyslexia.com/tag/infants/)
- [visual-phonological integration](https://www.dyslexia.com/tag/visual-phonological-integration/)
- [visual processing](https://www.dyslexia.com/tag/visual-processing/)
- [letter recognition](https://www.dyslexia.com/tag/letter-recognition/)
- [visually based interventions](https://www.dyslexia.com/tag/visually-based-interventions/)
- [silent reading fluency](https://www.dyslexia.com/tag/silent-reading-fluency/)
- [skilled reading](https://www.dyslexia.com/tag/skilled-reading/)
- [teaching methods](https://www.dyslexia.com/tag/teaching-methods/)
- [self-correction](https://www.dyslexia.com/tag/self-correction/)
- [word recognition](https://www.dyslexia.com/tag/word-recognition/)
- [repeated reading](https://www.dyslexia.com/tag/repeated-reading/)
- [reading fluency](https://www.dyslexia.com/tag/reading-fluency/)
- [visual cortex](https://www.dyslexia.com/tag/visual-cortex/)
- [visual crowding](https://www.dyslexia.com/tag/visual-crowding/)
- [subtypes](https://www.dyslexia.com/tag/subtypes/)
- [surface dyslexia](https://www.dyslexia.com/tag/surface-dyslexia/)
- [orthographies](https://www.dyslexia.com/tag/orthographies/)
- [orthographic depth](https://www.dyslexia.com/tag/orthographic-depth/)
- [languages](https://www.dyslexia.com/tag/languages/)
- [orthographic transparency](https://www.dyslexia.com/tag/orthographic-transparency/)
- [sentence reading](https://www.dyslexia.com/tag/sentence-reading/)
- [visual word recognition](https://www.dyslexia.com/tag/visual-word-recognition/)
- [sensory congruence](https://www.dyslexia.com/tag/sensory-congruence/)
- [entrepreneurship](https://www.dyslexia.com/tag/entrepreneurship/)
- [dyslexic talents](https://www.dyslexia.com/tag/dyslexic-talents/)
- [perceptual anchoring](https://www.dyslexia.com/tag/perceptual-anchoring/)
- [meta-analysis](https://www.dyslexia.com/tag/meta-analysis/)
- [early identification](https://www.dyslexia.com/tag/early-identification/)
- [multifactorial model](https://www.dyslexia.com/tag/multifactorial-model/)
- [phon](https://www.dyslexia.com/tag/phon/)
- [fMRI](https://www.dyslexia.com/tag/fmri/)
- [stroop interference](https://www.dyslexia.com/tag/stroop-interference/)
- [anticipatory processing](https://www.dyslexia.com/tag/anticipatory-processing/)
- [SERIOL model](https://www.dyslexia.com/tag/seriol-model/)
- [lexical quality hypothesis](https://www.dyslexia.com/tag/lexical-quality-hypothesis/)
- [fTCD](https://www.dyslexia.com/tag/ftcd/)
- [asymmetry](https://www.dyslexia.com/tag/asymmetry/)
- [implicit learning](https://www.dyslexia.com/tag/implicit-learning/)
- [decodable text](https://www.dyslexia.com/tag/decodable-text/)
- [dyseidetic dyslexia](https://www.dyslexia.com/tag/dyseidetic-dyslexia/)
- [orthoraphic-phonological connectivity](https://www.dyslexia.com/tag/orthoraphic-phonological-connectivity/)
- [perceptual confusion](https://www.dyslexia.com/tag/perceptual-confusion/)
- [midline](https://www.dyslexia.com/tag/midline/)
- [neurofeedback](https://www.dyslexia.com/tag/neurofeedback/)
- [visual perception](https://www.dyslexia.com/tag/visual-perception/)
- [self-regulation](https://www.dyslexia.com/tag/self-regulation/)
- [feedback consistency](https://www.dyslexia.com/tag/feedback-consistency/)
- [ambiguity effects](https://www.dyslexia.com/tag/ambiguity-effects/)
- [rhyth](https://www.dyslexia.com/tag/rhyth/)
- [educational leadership](https://www.dyslexia.com/tag/educational-leadership/)
- [reading network](https://www.dyslexia.com/tag/reading-network/)
- [nonword reading](https://www.dyslexia.com/tag/nonword-reading/)
- [state trace analysis](https://www.dyslexia.com/tag/state-trace-analysis/)
- [motivation](https://www.dyslexia.com/tag/motivation/)
- [verbal memory](https://www.dyslexia.com/tag/verbal-memory/)
- [curiosity](https://www.dyslexia.com/tag/curiosity/)
- [emotional reactivity](https://www.dyslexia.com/tag/emotional-reactivity/)
- [speech perception](https://www.dyslexia.com/tag/speech-perception/)
- [prosody](https://www.dyslexia.com/tag/prosody/)
- [neural connectivity](https://www.dyslexia.com/tag/neural-connectivity/)
- [cerebellum](https://www.dyslexia.com/tag/cerebellum/)
- [letter reversal](https://www.dyslexia.com/tag/letter-reversal/)
- [l](https://www.dyslexia.com/tag/l/)
- [comorbidity](https://www.dyslexia.com/tag/comorbidity/)
- [lateralisation](https://www.dyslexia.com/tag/lateralisation/)
- [sentence processing](https://www.dyslexia.com/tag/sentence-processing/)
- [cloze probability](https://www.dyslexia.com/tag/cloze-probability/)
- [linguistic prediction](https://www.dyslexia.com/tag/linguistic-prediction/)
- [tdcs](https://www.dyslexia.com/tag/tdcs/)
- [motion perception](https://www.dyslexia.com/tag/motion-perception/)
- [spatial reasoning](https://www.dyslexia.com/tag/spatial-reasoning/)
- [verbal reasoning](https://www.dyslexia.com/tag/verbal-reasoning/)
- [problem-solving](https://www.dyslexia.com/tag/problem-solving/)
- [outcomes](https://www.dyslexia.com/tag/outcomes/)
- [neural noise hypothesis](https://www.dyslexia.com/tag/neural-noise-hypothesis/)
- [anterior cingulate cortex](https://www.dyslexia.com/tag/anterior-cingulate-cortex/)
- [glutamate](https://www.dyslexia.com/tag/glutamate/)
- [etiology](https://www.dyslexia.com/tag/etiology/)
- [holistic treatment](https://www.dyslexia.com/tag/holistic-treatment/)
- [neurochemistry](https://www.dyslexia.com/tag/neurochemistry/)
- [research methodology](https://www.dyslexia.com/tag/research-methodology/)
- [effect size](https://www.dyslexia.com/tag/effect-size/)
- [publication bias](https://www.dyslexia.com/tag/publication-bias/)
- [neoliterate adult dyslexia (NAD)](https://www.dyslexia.com/tag/neoliterate-adult-dyslexia-nad/)
- [perceptual learning](https://www.dyslexia.com/tag/perceptual-learning/)
- [symbol recognition](https://www.dyslexia.com/tag/symbol-recognition/)
- [flluency](https://www.dyslexia.com/tag/flluency/)
- [reading for meaning](https://www.dyslexia.com/tag/reading-for-meaning/)
- [bilingualism](https://www.dyslexia.com/tag/bilingualism/)
- [reinforcement learning](https://www.dyslexia.com/tag/reinforcement-learning/)
- [procedural learning](https://www.dyslexia.com/tag/procedural-learning/)
- [Singapore](https://www.dyslexia.com/tag/singapore/)
- [thalamus](https://www.dyslexia.com/tag/thalamus/)
- [white matter](https://www.dyslexia.com/tag/white-matter/)
- [diffusor tensor imaging (DTI)](https://www.dyslexia.com/tag/diffusor-tensor-imaging-dti/)
- [allophonic perception](https://www.dyslexia.com/tag/allophonic-perception/)
- [gist memory](https://www.dyslexia.com/tag/gist-memory/)
- [semantic memory](https://www.dyslexia.com/tag/semantic-memory/)
- [verbatim memory](https://www.dyslexia.com/tag/verbatim-memory/)
- [fuzzy-trace theory (FTT)](https://www.dyslexia.com/tag/fuzzy-trace-theory-ftt/)
- [environmental](https://www.dyslexia.com/tag/environmental/)
- [teacher education](https://www.dyslexia.com/tag/teacher-education/)
- [dysgraphia](https://www.dyslexia.com/tag/dysgraphia/)
- [writing](https://www.dyslexia.com/tag/writing/)
- [resting state connectivity](https://www.dyslexia.com/tag/resting-state-connectivity/)
- [classroom instruction](https://www.dyslexia.com/tag/classroom-instruction/)
- [evidence-based](https://www.dyslexia.com/tag/evidence-based/)
- [language processing](https://www.dyslexia.com/tag/language-processing/)
- [RTI](https://www.dyslexia.com/tag/rti/)
- [DSM-5](https://www.dyslexia.com/tag/dsm-5/)
- [categorical perception](https://www.dyslexia.com/tag/categorical-perception/)
- [AVG - acion video games](https://www.dyslexia.com/tag/avg-acion-video-games/)
- [attentional shifting](https://www.dyslexia.com/tag/attentional-shifting/)
- [attention training](https://www.dyslexia.com/tag/attention-training/)
- [declarative memory](https://www.dyslexia.com/tag/declarative-memory/)
- [delayed feedback](https://www.dyslexia.com/tag/delayed-feedback/)
- [procedural deficit hypothesis](https://www.dyslexia.com/tag/procedural-deficit-hypothesis/)
- [learning styles](https://www.dyslexia.com/tag/learning-styles/)
- [probabilistic learning](https://www.dyslexia.com/tag/probabilistic-learning/)
- [fusiform gyrus](https://www.dyslexia.com/tag/fusiform-gyrus/)
- [white matter network](https://www.dyslexia.com/tag/white-matter-network/)
- [letter spacing](https://www.dyslexia.com/tag/letter-spacing/)
- [reading accuracy](https://www.dyslexia.com/tag/reading-accuracy/)
- [typography](https://www.dyslexia.com/tag/typography/)
- [semantic interference](https://www.dyslexia.com/tag/semantic-interference/)
- [picture-naming](https://www.dyslexia.com/tag/picture-naming/)
- [lexical retrieval](https://www.dyslexia.com/tag/lexical-retrieval/)
- [perceptual disruption](https://www.dyslexia.com/tag/perceptual-disruption/)
- [perceptual frustration](https://www.dyslexia.com/tag/perceptual-frustration/)
- [parasympathetic nervous system](https://www.dyslexia.com/tag/parasympathetic-nervous-system/)
- [empathy](https://www.dyslexia.com/tag/empathy/)
- [micro-learning](https://www.dyslexia.com/tag/micro-learning/)
- [higher education](https://www.dyslexia.com/tag/higher-education/)
- [synthetic phonics](https://www.dyslexia.com/tag/synthetic-phonics/)
- [orthography](https://www.dyslexia.com/tag/orthography/)
- [vestibular training](https://www.dyslexia.com/tag/vestibular-training/)
- [cognitive training](https://www.dyslexia.com/tag/cognitive-training/)
- [Dutch](https://www.dyslexia.com/tag/dutch/)
- [reaction time](https://www.dyslexia.com/tag/reaction-time/)
- [morphological priming](https://www.dyslexia.com/tag/morphological-priming/)
- [italian](https://www.dyslexia.com/tag/italian/)
- [cognitive control](https://www.dyslexia.com/tag/cognitive-control/)
- [lexical interference](https://www.dyslexia.com/tag/lexical-interference/)
- [Magnetoencephalography](https://www.dyslexia.com/tag/magnetoencephalography/)
- [working memory](https://www.dyslexia.com/tag/working-memory/)
- [spatial memory](https://www.dyslexia.com/tag/spatial-memory/)
- [verbal processing](https://www.dyslexia.com/tag/verbal-processing/)
- [tractography](https://www.dyslexia.com/tag/tractography/)
- [brain assymetry](https://www.dyslexia.com/tag/brain-assymetry/)
- [response time analysis](https://www.dyslexia.com/tag/response-time-analysis/)
- [genetics](https://www.dyslexia.com/tag/genetics/)
- [twin studies](https://www.dyslexia.com/tag/twin-studies/)
- [response to intervention](https://www.dyslexia.com/tag/response-to-intervention/)
- [role playing games](https://www.dyslexia.com/tag/role-playing-games/)
- [interdisciplinary](https://www.dyslexia.com/tag/interdisciplinary/)
- [literacy intervention](https://www.dyslexia.com/tag/literacy-intervention/)
- [special education](https://www.dyslexia.com/tag/special-education/)
- [reading policy](https://www.dyslexia.com/tag/reading-policy/)
- [MEG](https://www.dyslexia.com/tag/meg/)
- [theta waves](https://www.dyslexia.com/tag/theta-waves/)
- [German](https://www.dyslexia.com/tag/german/)
- [threshold for confusion](https://www.dyslexia.com/tag/threshold-for-confusion/)
- [Hebrew](https://www.dyslexia.com/tag/hebrew/)
- [assessment](https://www.dyslexia.com/tag/assessment/)
- [strength-based teaching](https://www.dyslexia.com/tag/strength-based-teaching/)
- [kindergarten](https://www.dyslexia.com/tag/kindergarten/)
- [developmental readiness](https://www.dyslexia.com/tag/developmental-readiness/)
- [curriculum](https://www.dyslexia.com/tag/curriculum/)
- [early childhood education](https://www.dyslexia.com/tag/early-childhood-education/)
- [school readiness](https://www.dyslexia.com/tag/school-readiness/)
- [sensory filtering](https://www.dyslexia.com/tag/sensory-filtering/)
- [STROOP](https://www.dyslexia.com/tag/stroop/)
- [sensory processing](https://www.dyslexia.com/tag/sensory-processing/)
- [invalidation](https://www.dyslexia.com/tag/invalidation/)
- [neural oscillations](https://www.dyslexia.com/tag/neural-oscillations/)
- [temporal sampling](https://www.dyslexia.com/tag/temporal-sampling/)
- [prosopagnosia](https://www.dyslexia.com/tag/prosopagnosia/)
- [semantics](https://www.dyslexia.com/tag/semantics/)
- [health care](https://www.dyslexia.com/tag/health-care/)
- [mismatch response](https://www.dyslexia.com/tag/mismatch-response/)
- [automaticity](https://www.dyslexia.com/tag/automaticity/)
- [prefrontal cortex](https://www.dyslexia.com/tag/prefrontal-cortex/)
- [attentional system](https://www.dyslexia.com/tag/attentional-system/)
- [pre-reading children](https://www.dyslexia.com/tag/pre-reading-children/)
- [family history](https://www.dyslexia.com/tag/family-history/)
- [irregular spellings](https://www.dyslexia.com/tag/irregular-spellings/)
- [three word parts](https://www.dyslexia.com/tag/three-word-parts/)
- [chinese](https://www.dyslexia.com/tag/chinese/)
- [brain differences](https://www.dyslexia.com/tag/brain-differences/)
- [writing systems](https://www.dyslexia.com/tag/writing-systems/)
- [brain activation](https://www.dyslexia.com/tag/brain-activation/)
- [acquired dyslexia](https://www.dyslexia.com/tag/acquired-dyslexia/)
- [word reading pathways](https://www.dyslexia.com/tag/word-reading-pathways/)
- [precuneus](https://www.dyslexia.com/tag/precuneus/)
- [adolescents](https://www.dyslexia.com/tag/adolescents/)
- [deaf readers](https://www.dyslexia.com/tag/deaf-readers/)
- [late-emerging dyslexia](https://www.dyslexia.com/tag/late-emerging-dyslexia/)
- [late-identified dyslexia](https://www.dyslexia.com/tag/late-identified-dyslexia/)
- [mental imagery](https://www.dyslexia.com/tag/mental-imagery/)
- [visualization](https://www.dyslexia.com/tag/visualization/)
- [neuroanatomy](https://www.dyslexia.com/tag/neuroanatomy/)
- [cognition](https://www.dyslexia.com/tag/cognition/)
- [cultural evolution](https://www.dyslexia.com/tag/cultural-evolution/)
- [social construct](https://www.dyslexia.com/tag/social-construct/)
- [cognitive search](https://www.dyslexia.com/tag/cognitive-search/)
- [explorative bias](https://www.dyslexia.com/tag/explorative-bias/)
- [contextual facilitation](https://www.dyslexia.com/tag/contextual-facilitation/)
- [self-efficacy](https://www.dyslexia.com/tag/self-efficacy/)
- [Asynchrony](https://www.dyslexia.com/tag/asynchrony/)
- [Filipino](https://www.dyslexia.com/tag/filipino/)
- [Davis case study](https://www.dyslexia.com/tag/davis-case-study/)
- [dorsal attentional network](https://www.dyslexia.com/tag/dorsal-attentional-network/)
- [short-term memory](https://www.dyslexia.com/tag/short-term-memory/)
- [series learning](https://www.dyslexia.com/tag/series-learning/)
- [university](https://www.dyslexia.com/tag/university/)
- [SfV Set for Variability](https://www.dyslexia.com/tag/sfv-set-for-variability/)
- [phonological awareness](https://www.dyslexia.com/tag/phonological-awareness/)
- [occipito-temporal](https://www.dyslexia.com/tag/occipito-temporal/)
- [spatial learning](https://www.dyslexia.com/tag/spatial-learning/)
- [verbal transfer](https://www.dyslexia.com/tag/verbal-transfer/)
- [mastery](https://www.dyslexia.com/tag/mastery/)
- [educators](https://www.dyslexia.com/tag/educators/)
- [teachers](https://www.dyslexia.com/tag/teachers/)
- [survey](https://www.dyslexia.com/tag/survey/)
- [PTSD](https://www.dyslexia.com/tag/ptsd/)
- [default network](https://www.dyslexia.com/tag/default-network/)
- [statistical learning](https://www.dyslexia.com/tag/statistical-learning/)
- [long-term memory](https://www.dyslexia.com/tag/long-term-memory/)
- [visual field bias](https://www.dyslexia.com/tag/visual-field-bias/)
- [mirror-writing](https://www.dyslexia.com/tag/mirror-writing/)
- [workplace](https://www.dyslexia.com/tag/workplace/)
- [Spanish](https://www.dyslexia.com/tag/spanish/)
- [tempoparietal activation](https://www.dyslexia.com/tag/tempoparietal-activation/)
- [atypical dyslexia](https://www.dyslexia.com/tag/atypical-dyslexia/)
- [neural synchronization](https://www.dyslexia.com/tag/neural-synchronization/)
- [longitudinal](https://www.dyslexia.com/tag/longitudinal/)
- [art](https://www.dyslexia.com/tag/art/)
- [magnocellular](https://www.dyslexia.com/tag/magnocellular/)
- [parvocellular](https://www.dyslexia.com/tag/parvocellular/)
- [phonologi](https://www.dyslexia.com/tag/phonologi/)
- [dyslexia theories](https://www.dyslexia.com/tag/dyslexia-theories/)
- [logographic alphabet](https://www.dyslexia.com/tag/logographic-alphabet/)
- [Active View of Reading (AVR)](https://www.dyslexia.com/tag/active-view-of-reading-avr/)
- [symbol-sound mapping](https://www.dyslexia.com/tag/symbol-sound-mapping/)
- [motor coordination](https://www.dyslexia.com/tag/motor-coordination/)
- [find motor skills](https://www.dyslexia.com/tag/find-motor-skills/)
- [core knowledge](https://www.dyslexia.com/tag/core-knowledge/)
- [general knowledge](https://www.dyslexia.com/tag/general-knowledge/)
- [network analysis](https://www.dyslexia.com/tag/network-analysis/)
- [multiple-deficit model](https://www.dyslexia.com/tag/multiple-deficit-model/)
- [lexical-semantic pathway](https://www.dyslexia.com/tag/lexical-semantic-pathway/)
- [meaning-based skills](https://www.dyslexia.com/tag/meaning-based-skills/)
- [fNIRS](https://www.dyslexia.com/tag/fnirs/)
- [children](https://www.dyslexia.com/tag/children/)
- [functional connectivity](https://www.dyslexia.com/tag/functional-connectivity/)
- [brain network](https://www.dyslexia.com/tag/brain-network/)
- [beta rhythm](https://www.dyslexia.com/tag/beta-rhythm/)
- [alpha rhythm](https://www.dyslexia.com/tag/alpha-rhythm/)
- [sentence comprehension](https://www.dyslexia.com/tag/sentence-comprehension/)
- [visuospatial orienting](https://www.dyslexia.com/tag/visuospatial-orienting/)
- [Japanese](https://www.dyslexia.com/tag/japanese/)
- [connectivity](https://www.dyslexia.com/tag/connectivity/)
- [auditory attention](https://www.dyslexia.com/tag/auditory-attention/)
- [audiovisual learning](https://www.dyslexia.com/tag/audiovisual-learning/)
- [reading](https://www.dyslexia.com/tag/reading/)
- [executive control](https://www.dyslexia.com/tag/executive-control/)
- [brain networks](https://www.dyslexia.com/tag/brain-networks/)
- [imageability](https://www.dyslexia.com/tag/imageability/)
- [semantic prediction](https://www.dyslexia.com/tag/semantic-prediction/)
- [syntactic prediction](https://www.dyslexia.com/tag/syntactic-prediction/)
- [growth mindset](https://www.dyslexia.com/tag/growth-mindset/)
- [N400 response](https://www.dyslexia.com/tag/n400-response/)
- [incongruity](https://www.dyslexia.com/tag/incongruity/)
- [anxiety](https://www.dyslexia.com/tag/anxiety/)
- [attentional control](https://www.dyslexia.com/tag/attentional-control/)
- [phonological deficit](https://www.dyslexia.com/tag/phonological-deficit/)
- [Delphi study](https://www.dyslexia.com/tag/delphi-study/)
- [startle reaction](https://www.dyslexia.com/tag/startle-reaction/)
- [reading enjoyment](https://www.dyslexia.com/tag/reading-enjoyment/)
- [hyperphantasia](https://www.dyslexia.com/tag/hyperphantasia/)
- [aphantasia](https://www.dyslexia.com/tag/aphantasia/)

## Book Categories

- [Books by Ron Davis](https://www.dyslexia.com/booktype/by-ron-davis/)
- [Translations](https://www.dyslexia.com/booktype/translations/)
- [British English](https://www.dyslexia.com/booktype/translations/british-english/)
- [Arabic](https://www.dyslexia.com/booktype/translations/arabic/)
- [Chinese](https://www.dyslexia.com/booktype/translations/chinese/)
- [Croatian](https://www.dyslexia.com/booktype/translations/croatian/)
- [Danish](https://www.dyslexia.com/booktype/translations/danish/)
- [German](https://www.dyslexia.com/booktype/translations/german/)
- [Spanish](https://www.dyslexia.com/booktype/translations/spanish/)
- [French](https://www.dyslexia.com/booktype/translations/french/)
- [Greek](https://www.dyslexia.com/booktype/translations/greek/)
- [Icelandic](https://www.dyslexia.com/booktype/translations/icelandic/)
- [Italian](https://www.dyslexia.com/booktype/translations/italian/)
- [Hebrew](https://www.dyslexia.com/booktype/translations/hebrew/)
- [Japanese](https://www.dyslexia.com/booktype/translations/japanese/)
- [Serbian](https://www.dyslexia.com/booktype/translations/serbian/)
- [Dutch](https://www.dyslexia.com/booktype/translations/dutch/)
- [Polish](https://www.dyslexia.com/booktype/translations/polish/)
- [Portuguese](https://www.dyslexia.com/booktype/translations/portuguese/)
- [Russian](https://www.dyslexia.com/booktype/translations/russian/)
- [Slovenian](https://www.dyslexia.com/booktype/translations/slovenian/)
- [Swedish](https://www.dyslexia.com/booktype/translations/swedish/)

## Famous Categories

- [Performing Arts](https://www.dyslexia.com/famouscategory/performers/)
- [Visual Arts](https://www.dyslexia.com/famouscategory/visual-arts/)
- [Science](https://www.dyslexia.com/famouscategory/science/)
- [Business](https://www.dyslexia.com/famouscategory/business/)
- [Government](https://www.dyslexia.com/famouscategory/government/)
- [Design](https://www.dyslexia.com/famouscategory/design/) - Creators: Architects, Engineers, Inventors, Fashion
- [Athletics](https://www.dyslexia.com/famouscategory/athletics/)
- [Literature](https://www.dyslexia.com/famouscategory/literature/)
- [Acting](https://www.dyslexia.com/famouscategory/performers/acting/)
- [Painting](https://www.dyslexia.com/famouscategory/visual-arts/painting/)
- [Film](https://www.dyslexia.com/famouscategory/visual-arts/film-2/)
- [Chemistry](https://www.dyslexia.com/famouscategory/science/chemistry/)
- [Legal](https://www.dyslexia.com/famouscategory/government/legal-2/)
- [Music](https://www.dyslexia.com/famouscategory/performers/music/) - Music and Dance
- [Medicine](https://www.dyslexia.com/famouscategory/science/medicine-2/)
- [Political Leaders](https://www.dyslexia.com/famouscategory/government/leader/)
- [Journalism](https://www.dyslexia.com/famouscategory/literature/journalism/)
- [Fiction Writers](https://www.dyslexia.com/famouscategory/literature/fiction/)
- [Poetry](https://www.dyslexia.com/famouscategory/literature/poetry/)
- [Nonfiction Writers](https://www.dyslexia.com/famouscategory/literature/nonfiction/)
- [Individual Sports](https://www.dyslexia.com/famouscategory/athletics/individual-sports/)
- [Childrens Literature](https://www.dyslexia.com/famouscategory/literature/childrens-literature/)
- [Team Sports](https://www.dyslexia.com/famouscategory/athletics/team-sports/)
- [Research Scientists](https://www.dyslexia.com/famouscategory/science/research-scientists/)

## Newsmedia Types

- [print](https://www.dyslexia.com/mediatype/print/)
- [video](https://www.dyslexia.com/mediatype/video/)
- [audio](https://www.dyslexia.com/mediatype/audio/)

## Question Types

- [Davis Results](https://www.dyslexia.com/qtype/davis-questions/davis-results/)
- [Problems Addressed](https://www.dyslexia.com/qtype/davis-questions/problems-addressed/)
- [Understanding Dyslexia](https://www.dyslexia.com/qtype/general-questions/understanding-dyslexia/)
- [Davis Program](https://www.dyslexia.com/qtype/davis-questions/davis-program/)
- [Davis Questions](https://www.dyslexia.com/qtype/davis-questions/)
- [General Questions](https://www.dyslexia.com/qtype/general-questions/)
- [School Issues](https://www.dyslexia.com/qtype/general-questions/school-issues/)
- [Diagnosis](https://www.dyslexia.com/qtype/general-questions/diagnostic-testing/)

## Reference Content

- [Davis Theory](https://www.dyslexia.com/referencecontent/original-research/davis-theory/)
- [Davis Methods](https://www.dyslexia.com/referencecontent/original-research/davis-methods/)
- [Original Research](https://www.dyslexia.com/referencecontent/original-research/)
- [Educational](https://www.dyslexia.com/referencecontent/original-research/educational/)
- [Neuroscience](https://www.dyslexia.com/referencecontent/original-research/neuroscience/)
- [Literature Review](https://www.dyslexia.com/referencecontent/literature-review/)
- [Expository](https://www.dyslexia.com/referencecontent/expository/)
- [Educators](https://www.dyslexia.com/referencecontent/expository/educators/)
- [Parents](https://www.dyslexia.com/referencecontent/expository/parents/)
- [Medical](https://www.dyslexia.com/referencecontent/expository/medical/)
- [Biography](https://www.dyslexia.com/referencecontent/expository/biography/)
- [Miscellaneous](https://www.dyslexia.com/referencecontent/expository/miscellaneous/)
- [Vision & Hearing](https://www.dyslexia.com/referencecontent/original-research/vision-hearing/) - tests of visual or auditory processing
- [Social-Behavioral](https://www.dyslexia.com/referencecontent/original-research/social-behavioral/)
- [Psychological](https://www.dyslexia.com/referencecontent/original-research/psychological/)
- [First Person Account](https://www.dyslexia.com/referencecontent/expository/first-person-account/)
- [Meta-Analysis](https://www.dyslexia.com/referencecontent/literature-review/meta-analysis/)
- [Genetics](https://www.dyslexia.com/referencecontent/original-research/genetics/)
- [Narrative/Interview](https://www.dyslexia.com/referencecontent/original-research/narrative-interview/)

## Reference Davis Rank

- [4 Extended](https://www.dyslexia.com/rdrank/1-davis-cited/extended/)
- [3 Discussion](https://www.dyslexia.com/rdrank/1-davis-cited/discussion/)
- [2 Minimal](https://www.dyslexia.com/rdrank/1-davis-cited/minimal/)
- [1 Citation Only](https://www.dyslexia.com/rdrank/1-davis-cited/citation/)
- [0 No Davis Reference](https://www.dyslexia.com/rdrank/no-davis-reference/)
- [1 Davis Cited](https://www.dyslexia.com/rdrank/1-davis-cited/)
- [Davis Methods Compared](https://www.dyslexia.com/rdrank/davis-methods-compared/)
- [Davis Website Reference](https://www.dyslexia.com/rdrank/davis-website-reference/)
- [Symptoms/Test](https://www.dyslexia.com/rdrank/davis-website-reference/symptoms-test/)

## Reference Types

- [Journal Article](https://www.dyslexia.com/referencetype/academic/journal/)
- [Agency Report](https://www.dyslexia.com/referencetype/academic/report/)
- [Book](https://www.dyslexia.com/referencetype/informational/book/)
- [Conference Paper](https://www.dyslexia.com/referencetype/academic/conference/)
- [Book Chapter](https://www.dyslexia.com/referencetype/academic/chapter/)
- [Academic Dissertation](https://www.dyslexia.com/referencetype/academic/thesis/)
- [Academic](https://www.dyslexia.com/referencetype/academic/)
- [Informational](https://www.dyslexia.com/referencetype/informational/)
- [Davis Facilitator Author](https://www.dyslexia.com/referencetype/davis-facilitator-author/)
- [Instructional](https://www.dyslexia.com/referencetype/instructional/)
- [Open Access](https://www.dyslexia.com/referencetype/academic/journal/open-access/) - Published in Open Access Journal
- [Pre-Print](https://www.dyslexia.com/referencetype/academic/journal/pre-print/)
- [Fiction](https://www.dyslexia.com/referencetype/informational/fiction/)

## Site Authors

- [Ron Davis](https://www.dyslexia.com/siteauthor/ddai/ron-davis/)
- [Abigail Marshall](https://www.dyslexia.com/siteauthor/ddai/abigail-marshall/)
- [Patricia Hodge](https://www.dyslexia.com/siteauthor/independent/patricia-hodge/)
- [Linda Silverman](https://www.dyslexia.com/siteauthor/independent/linda-silverman/)
- [Karen LoGiudice](https://www.dyslexia.com/siteauthor/davis-providers/karen-logiudice/)
- [Nancy Louk Kress](https://www.dyslexia.com/siteauthor/davis-providers/nancy-kress/)
- [Larry Smith](https://www.dyslexia.com/siteauthor/davis-providers/larry-smith/)
- [Stacey Smith](https://www.dyslexia.com/siteauthor/davis-providers/stacey-smith/)
- [David Whyte](https://www.dyslexia.com/siteauthor/independent/david-whyte/)
- [Brigid McConville](https://www.dyslexia.com/siteauthor/independent/brigid-mcconville/)
- [DDAI](https://www.dyslexia.com/siteauthor/ddai/)
- [Davis Providers](https://www.dyslexia.com/siteauthor/davis-providers/)
- [Independent](https://www.dyslexia.com/siteauthor/independent/)
- [Sharon Pfeiffer](https://www.dyslexia.com/siteauthor/ddai/sharon-pfeiffer/)
- [Laura Zink de Diaz](https://www.dyslexia.com/siteauthor/davis-providers/laura-zink-de-diaz/)
- [Alice Davis](https://www.dyslexia.com/siteauthor/ddai/alice-davis/)
- [Beth Shier](https://www.dyslexia.com/siteauthor/davis-providers/beth-shier/)
- [Richard Whitehead](https://www.dyslexia.com/siteauthor/davis-providers/richard-whitehead/)

## Testimonial Age Categories

- [Young Learner](https://www.dyslexia.com/case/children/young-learner/) - Child age 5-7
- [Children](https://www.dyslexia.com/case/children/)
- [Preteen](https://www.dyslexia.com/case/children/preteen/) - Age 8-12
- [Teenager](https://www.dyslexia.com/case/children/teenager/) - Age 13-17
- [Adult](https://www.dyslexia.com/case/adult/) - Over 18
- [Young Adult](https://www.dyslexia.com/case/adult/young-adult/) - Age 25-49
- [Midlife](https://www.dyslexia.com/case/adult/midlife/) - Age 50-65
- [Senior](https://www.dyslexia.com/case/adult/senior/) - Age 66+