Dyslexia - Knowledge (XXG)

637:, which estimate the proportion of variance associated with a person's environment and the proportion associated with their genes. Both environmental and genetic factors appear to contribute to reading development. Studies examining the influence of environmental factors such as parental education and teaching quality have determined that genetics have greater influence in supportive, rather than less optimal, environments. However, more optimal conditions may just allow those genetic risk factors to account for more of the variance in outcome because the environmental risk factors have been minimized. 854:. Low general cognitive ability would make reading more difficult. Cognitive ability measures also often try to measure different cognitive processes, such as verbal ability, nonverbal and spatial reasoning, working memory, and processing speed. There are different versions of these tests for different age groups. Almost all of these require additional training to give and score correctly, and are done by psychologists. According to Mather and Schneider (2015), a confirmatory profile and/or pattern of scores on cognitive tests confirming or ruling-out reading disorder has not yet been identified. 6090: 1105: 744:) and applying knowledge of how these parts are associated with each other, for example, how a string of neighboring letters sound together. The dual-route system could explain the different rates of dyslexia occurrence between different languages (e.g., the consistency of phonological rules in the Spanish language could account for the fact that Spanish-speaking children show a higher level of performance in non-word reading, when compared to English-speakers). 838:

disorder. Some tests can be administered by a teacher or computer; others require specialized training and are given by psychologists. Some test results indicate how to carry out teaching strategies. Because a variety of different cognitive, behavioral, emotional, and environmental factors all could contribute to difficulty learning to read, a comprehensive evaluation should consider these different possibilities. These tests and observations can include:

6802: 7063: 6837: 53: 1744:. Oxford, UK: Oxford University Press, 2012 ("a learning disability specifically affecting the attainment of literacy, with difficulty esp. in word recognition, spelling, and the conversion of letters to sounds, occurring in a child with otherwise normal development, and now usually regarded as a neurodevelopmental disorder with a genetic component.") 504: 700: 829:(RTI) approach, which "... involves monitoring the progress of a group of children through a programme of intervention rather than undertaking a static assessment of their current skills. Children with the most need are those who fail to respond to effective teaching, and they are readily identified using this approach." 3752:... Pennington proposed a multiple deficit model for complex disorders like dyslexia, hypothesizing that such complex disorders are heterogeneous conditions that arise from the additive and interactive effects of multiple genetic and environmental risk factors, which then lead to weaknesses in multiple cognitive domains. 1089:

Due to the various cognitive processes that dyslexia affects and the overwhelming societal stigma around the disability, individuals with dyslexia often employ behaviors of self-stigma and perfectionistic self-presentation in order to cope with their disability. The perfectionist self-presentation is

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Through the use of compensation strategies, therapy and educational support, individuals with dyslexia can learn to read and write. There are techniques and technical aids that help to manage or conceal symptoms of the disorder. Reducing stress and anxiety can sometimes improve written comprehension.

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aloud was first described in the early 1970s. This theory suggests that two separate mental mechanisms, or cognitive routes, are involved in reading aloud. One mechanism is the lexical route, which is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary"

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As is the case with any disorder, society often makes an assessment based on incomplete information. Before the 1980s, dyslexia was thought to be a consequence of education, rather than a neurological disability. As a result, society often misjudges those with the disorder. There is also sometimes a

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There are different definitions of dyslexia used throughout the world. Further, differences in writing systems may affect development of written language ability due to the interplay between auditory and written representations of phonemes. Dyslexia is not limited to difficulty in converting letters

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procedure consists of training primary school teachers to carefully observe and record their pupils' progress through the phonics curriculum, and thereby identify children progressing slowly. When teachers identify such students they can supplement their observations with screening tests such as the

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Screening or evaluation for mental health conditions: Parents and teachers can complete rating scales or behavior checklists to gather information about emotional and behavioral functioning for younger people. Many checklists have similar versions for parents, teachers, and younger people old enough

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Dell CA, Harrold B, Dell T (1 October 2008). "Test Review: Wilkinson, G. S., & Robertson, G. J. (2006). Wide Range Achievement Test—Fourth Edition. Lutz, FL: Psychological Assessment Resources. WRAT4 Introductory Kit (includes manual, 25 test/response forms , and accompanying test materials): $

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Review of academic achievement and skills: Average spelling/reading ability for a dyslexic is a percentage ranking <16, well below normal. In addition to reviewing grades and teacher notes, standardized test results are helpful in evaluating progress. These include group administered tests, such

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Researchers have been trying to find the neurobiological basis of dyslexia since the condition was first identified in 1881. For example, some have tried to associate the common problem among people with dyslexia of not being able to see letters clearly to abnormal development of their visual nerve

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Screening procedures seek to identify children who show signs of possible dyslexia. In the preschool years, a family history of dyslexia, particularly in biological parents and siblings, predicts an eventual dyslexia diagnosis better than any test. In primary school (ages 5–7), the ideal screening

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uses brief tools that are designed to catch cases with a disorder, but they often get false positive scores for people who do not have the disorder. Screeners should be followed up by a more accurate test or diagnostic interview as a result. Depressive disorders and anxiety disorders are two-three

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proposed in 2018 to teach reading to all children with reading difficulties, using techniques proven to be successful for most children with a diagnosis of dyslexia, without first requiring the families to obtain an official diagnosis, dyslexia advocates and parents of children with dyslexia were

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titled "Congenital Word Blindness". The distinction between phonological versus surface types of dyslexia is only descriptive, and without any etiological assumption as to the underlying brain mechanisms. However, studies have alluded to potential differences due to variation in performance. Over

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Since at least the 1960s in the UK, the children diagnosed with developmental dyslexia have consistently been from privileged families. Although half of prisoners in the UK have significant reading difficulties, very few have ever been evaluated for dyslexia. Access to some special educational

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There is a wide range of tests that are used in clinical and educational settings to evaluate the possibility of dyslexia. If initial testing suggests that a person might have dyslexia, such tests are often followed up with a full diagnostic assessment to determine the extent and nature of the

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Dyslexic children require special instruction for word analysis and spelling from an early age. The prognosis, generally speaking, is positive for individuals who are identified in childhood and receive support from friends and family. The New York educational system (NYED) indicates "a daily

940:(sounds), and to relate these to reading and spelling by teaching how sounds blend into words. Reinforced collateral training focused on reading and spelling may yield longer-lasting gains than oral phonological training alone. Early intervention can be successful in reducing reading failure. 912:

In the medical setting, child and adolescent psychiatrist M. S. Thambirajah emphasizes that "iven the high prevalence of developmental disorders in school-aged children, all children seen in clinics should be systematically screened for developmental disorders irrespective of the presenting

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Problems persist into adolescence and adulthood and may include difficulties with summarizing stories, memorization, reading aloud, or learning foreign languages. Adults with dyslexia can often read with good comprehension, though they tend to read more slowly than others without a learning

4170:. London: Bloomsbury, 2017 ("... assessment for dyslexia includes more than tests; it involves comprehensive insights into the student's learning. This requires a full and comprehensive individual assessment as well as consideration of the environment and contextual factors."). 783:

The British Dyslexia Association defines dyslexia as "a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling" and is characterized by "difficulties in phonological awareness, verbal memory and verbal processing speed".

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Dyslexia is a heterogeneous, dimensional learning disorder that impairs accurate and fluent word reading and spelling. Typical—but not universal—features include difficulties with phonological awareness; inefficient and often inaccurate processing of sounds in oral language

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of some tasks, such as reading. The fact that some children with dyslexia have motor task and balance impairments could be consistent with a cerebellar role in their reading difficulties. However, the cerebellar theory has not been supported by controlled research studies.

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problem/s." Thambirajah recommends screening for developmental disorders, including dyslexia, by conducting a brief developmental history, a preliminary psychosocial developmental examination, and obtaining a school report regarding academic and social functioning.

535:(PET), have shown a correlation between both functional and structural differences in the brains of children with reading difficulties. Some people with dyslexia show less activation in parts of the left hemisphere of the brain involved with reading, such as the 862:. All of these have nationally representative norms, making it possible to compare the level of symptoms to what would be typical for the younger person's age and biological sex. Other checklists link more specifically to psychiatric diagnoses, such as the 1120:. However, substantial research is also available regarding people with dyslexia who speak Arabic, Chinese, Hebrew, or other languages. The outward expression of individuals with reading disability, and regular poor readers, is the same in some respects. 1062:

workplace stigma and negative attitude towards those with dyslexia. If the instructors of a person with dyslexia lack the necessary training to support a child with the condition, there is often a negative effect on the student's learning participation.

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has shown differences in phonological processing in people with dyslexia. Neurophysiological and imaging procedures are being used to ascertain phenotypic characteristics in people with dyslexia, thus identifying the effects of dyslexia-related genes.

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Paulesu, Eraldo; Brunswick, Nicola and Paganelli, Federica (2010). "Cross-cultural differences in unimpaired and dyslexic reading: Behavioral and functional anatomical observations in readers of regular and irregular orthographies. Chapter 12 in

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and occurs in all areas of the world. It affects 3–7% of the population; however, up to 20% of the general population may have some degree of symptoms. While dyslexia is more often diagnosed in boys, this is partly explained by a self-fulfilling

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brain development, may have caused the abnormalities. Abnormal cell formations in people with dyslexia have also been reported in non-language cerebral and subcortical brain structures. Several genes have been associated with dyslexia, including

1036:. He used the term to refer to the case of a young boy who had severe difficulty learning to read and write, despite showing typical intelligence and physical abilities in all other respects. In 1896, W. Pringle Morgan, a British physician from 555:

components have been proposed, with some implication that the observed neural manifestation of developmental dyslexia is task-specific (i.e., functional rather than structural). fMRIs of people with dyslexia indicate an interactive role of the

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Specific Learning Disorder with impairment in reading ... Dyslexia is an alternative term used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling

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Handler SM, Fierson WM, Section on O, Council on Children with D, American Academy of O, American Association for Pediatric Ophthalmology and S, American Association of Certified O (March 2011). "Learning disabilities, dyslexia, and vision".

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A disorder characterized by problems sustaining attention, hyperactivity, or acting impulsively. Dyslexia and ADHD commonly occur together. Approximately 15% or 12–24% of people with dyslexia have ADHD; and up to 35% of people with ADHD have

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Treatment involves adjusting teaching methods to meet the person's needs. While not curing the underlying problem, it may decrease the degree or impact of symptoms. Treatments targeting vision are not effective. Dyslexia is the most common

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when an individual attempts to present themselves as the perfect ideal image and hides any imperfections. This behavior presents serious risk as it often results in mental health issues and refusal to seek help for their disability.

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Gain familiarity with typical ages children reach various general developmental milestones, and domain-specific milestones, such as phonological awareness (recognizing rhyming words; identifying the initial sounds in words).

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The phonological-processing hypothesis attempts to explain why dyslexia occurs in a wide variety of languages. Furthermore, the relationship between phonological capacity and reading appears to be influenced by orthography.

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among teachers and professionals. It has even been suggested that the condition affects men and women equally. Some believe that dyslexia is best considered as a different way of learning, with both benefits and downsides.

7095: 711:. With regard to the mechanism of dyslexia, fMRI studies suggest that this specialization is less pronounced or absent in people with dyslexia. In other studies, dyslexia is correlated with anatomical differences in the 2974:

Paracchini S, Thomas A, Castro S, Lai C, Paramasivam M, Wang Y, Keating BJ, Taylor JM, Hacking DF, Scerri T, Francks C, Richardson AJ, Wade-Martins R, Stein JF, Knight JC, Copp AJ, LoTurco J, Monaco AP (15 May 2006).

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lookup procedure. The other mechanism is the nonlexical or sublexical route, which is the process whereby the reader can "sound out" a written word. This is done by identifying the word's constituent parts (letters,

206:, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to 8183: 8188: 3537:

Pritchard SC, Coltheart M, Palethorpe S, Castles A, Coltheart, Palethorpe, Castles (October 2012). "Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data".

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Birmaher B, Khetarpal S, Brent D, Cully M, Balach L, Kaufman J, Neer SM (1997). "The Screen for Child Anxiety Related Emotional Disorders (SCARED): scale construction and psychometric characteristics".

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uninterrupted 90-minute block of instruction in reading" and "instruction in phonemic awareness, phonics, vocabulary development, reading fluency" so as to improve the individual's reading ability.

7088: 547:. Over the past decade, brain activation studies using PET to study language have produced a breakthrough in the understanding of the neural basis of language. Neural bases for the visual 683:. Languages such as Spanish, Italian and Finnish primarily employ letter-sound correspondence—so-called "shallow" orthographies—which makes them easier to learn for people with dyslexia. 822:

Do not rely on tests exclusively. Careful observation of the child in the school and home environments, and sensitive, comprehensive parental interviews are just as important as tests.

5313:"Response to Intervention Guidance – Minimum Requirements of a Response to Intervention Program (RtI) – Instruction Matched to Student Need: Special Education : P12 : NYSED" 1182: 777: 563:

The cerebellar theory of dyslexia proposes that impairment of cerebellum-controlled muscle movement affects the formation of words by the tongue and facial muscles, resulting in the

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and reading letters or words backwards. These behaviors are seen in many children as they learn to read and write, and are not considered to be defining characteristics of dyslexia.

7081: 600:—a smaller than usual size for the gyrus. The previously cited studies and others suggest that abnormal cortical development, presumed to occur before or during the sixth month of 4464: 4098:

Rvachew S, Ohberg A, Grawburg M, Heyding J (1 November 2003). "Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills".

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Sexton CC, Gelhorn HL, Bell JA, Classi PM (November 2012). "The Co-occurrence of Reading Disorder and ADHD: Epidemiology, Treatment, Psychosocial Impact, and Economic Burden".

883:, that a teacher may give to a group or whole classroom of younger people at the same time. They also could include individually administered tests of achievement, such as the 6453:

Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A (2016).

2132: 444:, organizational and elaborative difficulties, and impaired visual word forming, which makes it more difficult to retrieve the visual picture of words required for spelling. 358:

in words—both of which depend on phonological awareness. They may also show difficulty in segmenting words into individual sounds (such as sounding out the three sounds of

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Research into potential genetic causes of dyslexia has its roots in post-autopsy examination of the brains of people with dyslexia. Observed anatomical differences in the

301:. People with acquired dyslexia exhibit some of the signs or symptoms of the developmental disorder, but require different assessment strategies and treatment approaches. 888: 847: 656:

in the human periphery are used to study epigenetic processes; however, all of these have limitations in the extrapolation of results for application to the human brain.

6500:"Opposite Associations between Individual KIAA0319 Polymorphisms and Developmental Dyslexia Risk across Populations: A Stratified Meta-Analysis by the Study Population" 5074: 3573: 415:

Dyslexia often co-occurs with other learning disorders, but the reasons for this comorbidity have not been clearly identified. These associated disabilities include:

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The prevalence of dyslexia is unknown, but it has been estimated to be as low as 5% and as high as 17% of the population. Dyslexia is diagnosed more often in males.

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Brewer CC, Zalewski CK, King KA, Zobay O, Riley A, Ferguson MA, Bird JE, McCabe MM, Hood LJ, Drayna D, Griffith AJ, Morell RJ, Friedman TB, Moore DR (August 2016).

194:('learning difficulty' in the UK) that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in 5271: 6055: 4259: 3685:"Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic Depth" 1490: 1300: 7161: 4830: 253:. Dyslexia is diagnosed through a series of tests of memory, vision, spelling, and reading skills. Dyslexia is separate from reading difficulties caused by 6637:"Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies" 1605: 8193: 7996: 998:

into their meanings. The Chinese vocabulary uses logographic, monographic, non-alphabet writing where one character can represent an individual phoneme.

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Data via diffusion tensor MRI indicate changes in connectivity or in gray matter density in areas related to reading and language. Finally, the left

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Annual of the Universal Medical Sciences and Analytical Index: A Yearly Report of the Progress of the General Sanitary Sciences Throughout the World

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Apply a multidisciplinary team approach involving the child's parent(s) and teacher(s), school psychologist, pediatrician, and, as appropriate,

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describes dyslexia as "difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding".

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Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L (January 2018). "Neuroanatomy of developmental dyslexia: Pitfalls and promise".

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Boada R, Willcutt EG, Pennington BF (2012). "Understanding the Comorbidity Between Dyslexia and Attention-Deficit/Hyperactivity Disorder".

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to compensate for this type of deficit. Some research suggests that auditory processing skills could be the primary shortfall in dyslexia.

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to read reasonably well (often 11 years and older) to complete. Examples include the Behavioral Assessment System for Children, and the

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There is currently no evidence showing that music education significantly improves the reading skills of adolescents with dyslexia.

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just as quickly, and they show a preference for regular fonts over specially-tailored fonts. Some research has pointed to increased

6594:"Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms" 5424:"The visual magnocellular-dorsal dysfunction in Chinese children with developmental dyslexia impedes Chinese character recognition" 226: 2769: 2128: 1915: 4833:, Ref: DFES-00281-2007 (00281-2007BKT-EN), Primary National Strategy, Department for Education and Skills (United Kingdom), 2007. 2803: 708: 250: 7108: 5886: 293:

Dyslexia is divided into developmental and acquired forms. Acquired dyslexia occurs subsequent to neurological insult, such as

215: 4553:"The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4–7" 891:(which also includes a set of achievement tests). The individually administered tests again require more specialized training. 7713: 7252: 7229: 7171: 7123: 4696: 3875:

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Lyytinen, Heikki; Erskine, Jane; Aro, Mikko and Richardson, Ulla (2009). "Reading and reading disorders". In Hoff E (ed.).

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Difficulties with word retrieval or naming things is also associated with dyslexia. People with dyslexia are commonly poor

8105: 7915: 7503: 7146: 5918:"Perfectionism, self-stigma, and coping in students with dyslexia: The central role of perfectionistic self-presentation" 3166:

Pennington BF, McGrath LM, Rosenberg J, Barnard H, Smith SD, Willcutt EG, Friend A, Defries JC, Olson RK (January 2009).

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of a language directly affects how difficult it is to learn to read it. English and French have comparatively "deep"

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or carrying out repetitive tasks. In dyslexia, dysgraphia is often multifactorial, due to impaired letter-writing

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time, we have changed from the intelligence-based model to the age-based model, in terms of those with Dyslexia.

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with alphabet-writing systems, the fundamental aim is to increase a child's awareness of correspondences between

768:(ICD-11 prefixes "developmental" to "learning disorder"; DSM-5 uses "specific"). Dyslexia is not a problem with 7908: 7534: 7323: 7318: 6972: 3870: 1973:"Chapter 34 Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia" 1601: 826: 568: 540: 7834: 4461:

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A listening disorder that affects the ability to process auditory information. This can lead to problems with

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times higher in people with dyslexia, and attention-deficit/hyperactivity disorder is more common, as well.

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A neurological condition characterized by difficulty in carrying out routine tasks involving balance, fine-

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For most people who are right-hand dominant, the left hemisphere of their brain is more specialized for

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The contribution of gene–environment interaction to reading disability has been intensely studied using

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Oxford University Press. 6273:Thomson M (18 March 2009). 4868:Thambirajah, M. S. (2011). 4112:10.1044/1058-0360(2003/092) 3877:. World Health Organization 3491:Journal of Medical Genetics 2943:Marshall, Chloë R. (2012). 2590:Whitaker, Harry A. (2010). 2490:Neurologisches Centralblatt 2448:Susan J. Pickering (2012). 2160:. RR Donnelley. p. 1. 1676:Venton D (September 2011). 1573:Neurological Rehabilitation 1372:Siegel LS (November 2006). 1179:"Dyslexia Information Page" 885:Wide Range Achievement Test 762:neurodevelopmental disorder 327:Characteristics of dyslexia 8245: 7941:Index of language articles 7525:International Literacy Day 7066:Topics related to Dyslexia 6420:10.1016/j.conb.2014.09.007 6404:"Neurobiology of dyslexia" 5887:"The Battle over Dyslexia" 5670:Mishra SK (October 2014). 5299:10.1016/j.paed.2010.04.004 4316:"Screening and assessment" 4258:. University of Michigan. 4085:10.1037/0022-0663.86.2.221 3658:. 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Scientific American. 1043:British Medical Journal 903:Phonics screening check 755:phonological processing 666:orthographic complexity 588:malformations known as 545:ventral temporal cortex 333:delayed onset of speech 202:, "sounding out" words 7709:Information literacies 7314:Management of dyslexia 6796: 6776:Listen to this article 6387:. Andrews UK Limited. 6004:Richlan F (May 2014). 5606:Archiv für Psychiatrie 5391:10.1098/rstb.2013.0090 4817:Margaret J. Snowling, 3935:: CS1 maint: others ( 3849:Snowling, Margaret J. 3327:9 January 2017 at the 3217:Essays in Biochemistry 2869:Neurology (In Spanish) 2836:Faust, Miriam (2012). 2670:Sharifi S (May 2014). 2154:Comer, Ronald (2011). 1772:10.1098/rstb.2012.0398 1713:ScientificAmerican.com 1538:10.1542/peds.2010-3670 1109: 1024:was coined in 1883 by 1020:in 1881, but the term 923:Management of dyslexia 813:occupational therapist 786:Phonological awareness 720:inferior frontal gyrus 704: 670:phonemic orthographies 537:inferior frontal gyrus 508: 337:phonological awareness 295:traumatic brain injury 235:traumatic brain injury 186:, previously known as 147:Differential diagnosis 7875:Post-literate society 7835:Children's literature 7714:Information and media 7436:Functional illiteracy 7187:Speech sound disorder 6795: 6567:10.1038/ejhg.2015.277 6139:10.15347/WJM/2019.005 6065:. NIH. 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SAGE. p. 7. 3124:2010Sci...328..512T 2365:10.1155/2014/802741 1229:(9830): 1997–2007. 1051:Society and culture 709:language processing 592:, and more rarely, 397:orthographic coding 311:pure word blindness 271:learning disability 261:or by insufficient 192:learning disability 8106:Canadian syllabics 7975:Scripts in Unicode 7960:History of writing 6999:External resources 6797: 6504:Scientific Reports 5778:de Berr J (2014). 5428:Scientific Reports 5385:(1634): 20130090. 5142:Annals of Dyslexia 3229:10.1042/bse0480263 2994:10.1093/hmg/ddl089 2484:Berkhan O (1917). 1766:(1634): 20120398. 1645:10.1111/jcpp.12691 1185:. 2 November 2018. 1118:European languages 1110: 1079:Stigma and success 996:Chinese characters 963:being beneficial. 774:Emotional problems 705: 689:Chinese characters 509: 376:phonemic awareness 321:Signs and symptoms 8224:Reading (process) 8171: 8170: 8165: 8164: 8157:In Southeast Asia 7898: 7897: 7860:Media consumption 7426:Emergent literacy 7373: 7372: 7294:Dyslexia research 7282: 7281: 7197:Tip of the tongue 7152:Language disorder 7053: 7052: 6939:(developmental), 6920:(developmental), 6864:Library resources 6793: 6698:10.4161/epi.26026 6524:10.1038/srep30454 6394:978-1-78333-250-2 6373:978-0-521-11986-3 6349:978-1-317-71630-3 6328:978-0-19-969177-7 6307:978-1-4411-6585-5 6286:978-0-470-74197-9 6265:978-0-470-77801-2 6244:978-0-470-02747-9 6231:(4 August 2006). 6220:978-1-135-42275-2 5986:978-1-136-61710-2 5784:BMC Public Health 5643:Brooks P (2014). 5577:Berlin, Rudolf. 5516:. Jason Aronson. 5492:978-1-84872-084-8 5448:10.1038/srep07068 5249:978-1-4625-3637-5 5056:978-1-4051-9459-4 4965:978-0-470-97479-7 4610:Swart GT (2005). 4294:978-1-135-37290-3 4053:978-1-4462-8704-0 4022:978-0-19-534159-1 3665:978-1-136-49807-7 3634:978-1-134-44046-7 3600:978-1-134-44046-7 3363:978-1-4625-1470-0 3039:978-1-134-81550-0 2987:(10): 1659–1666. 2956:978-1-136-23067-7 2849:978-1-4443-3040-3 2603:978-0-08-096499-7 2520:978-1-84860-037-9 2463:978-1-135-42134-2 2290:978-1-60021-537-7 2259:978-1-59745-252-6 2244:Clayton, Paula J. 2167:978-0-471-38519-6 2114:978-0-471-67798-7 1986:978-1-4625-0856-3 1953:978-1-136-60899-5 1874:978-1-4443-6074-5 1583:978-0-323-26649-9 1361:. 14 August 2018. 1327:Kooij JJ (2013). 1100:Dyslexia research 727:Dual route theory 553:short-term memory 494:and organization. 492:short-term memory 313:, is one form of 181: 180: 137:Diagnostic method 32:Medical condition 16:(Redirected from 8236: 8214:Learning to read 8094:Current examples 8075:Semi-syllabaries 7925: 7918: 7911: 7902: 7400: 7393: 7386: 7377: 7142:Infantile speech 7124:Speech, language 7120: 7098: 7091: 7084: 7075: 7065: 7057: 6892: 6839: 6838: 6817: 6815: 6804: 6803: 6794: 6784: 6782: 6777: 6764: 6754: 6744: 6719: 6709: 6676: 6666: 6656: 6631: 6621: 6588: 6578: 6545: 6535: 6494: 6484: 6474: 6449: 6439: 6398: 6377: 6353: 6332: 6311: 6290: 6269: 6248: 6224: 6203: 6159: 6141: 6123: 6114: 6103:reviewer reports 6092: 6082: 6081: 6079: 6077: 6071: 6060: 6052: 6046: 6045: 6035: 6025: 6001: 5995: 5994: 5970: 5964: 5963: 5937: 5935:10.1002/dys.1666 5913: 5902: 5901: 5899: 5897: 5882: 5869: 5868: 5858: 5847:10.1002/dys.1484 5826: 5820: 5819: 5809: 5799: 5775: 5769: 5768: 5758: 5739:10.12816/0003141 5718: 5712: 5711: 5701: 5691: 5667: 5661: 5660: 5640: 5634: 5633: 5620: 5614: 5613: 5612:: 276–278. 1884. 5601: 5595: 5588: 5582: 5575: 5569: 5568: 5558: 5534: 5528: 5527: 5507: 5501: 5500: 5476: 5470: 5469: 5459: 5419: 5413: 5412: 5402: 5370: 5364: 5363: 5339: 5333: 5332: 5330: 5328: 5323:on 8 August 2018 5319:. 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8196: 8191: 8186: 8176: 8175: 8169: 8168: 8163: 8162: 8160: 8159: 8154: 8148: 8146: 8145:Related topics 8142: 8141: 8139: 8138: 8133: 8128: 8123: 8118: 8113: 8108: 8103: 8097: 8095: 8091: 8090: 8088: 8087: 8082: 8077: 8072: 8067: 8062: 8057: 8052: 8047: 8042: 8037: 8032: 8026: 8024: 8018: 8017: 8015: 8014: 8009: 8004: 7999: 7993: 7987: 7985: 7981: 7980: 7978: 7977: 7972: 7967: 7962: 7957: 7951: 7949: 7945: 7944: 7939: 7936: 7935: 7930: 7928: 7927: 7920: 7913: 7905: 7896: 7895: 7893: 7892: 7890:Writing system 7887: 7882: 7877: 7872: 7867: 7862: 7857: 7852: 7847: 7842: 7837: 7832: 7830:Asemic writing 7827: 7821: 7819: 7815: 7814: 7812: 7811: 7806: 7801: 7796: 7791: 7786: 7781: 7776: 7771: 7766: 7761: 7756: 7751: 7746: 7741: 7736: 7731: 7726: 7721: 7716: 7711: 7706: 7701: 7700: 7699: 7694: 7684: 7679: 7674: 7669: 7664: 7659: 7654: 7649: 7644: 7639: 7634: 7629: 7624: 7619: 7614: 7609: 7604: 7599: 7593: 7591: 7587: 7586: 7584: 7583: 7578: 7573: 7571:Griffith Jones 7568: 7566:James Paul Gee 7563: 7558: 7553: 7547: 7545: 7541: 7540: 7538: 7537: 7532: 7527: 7522: 7516: 7514: 7510: 7509: 7507: 7506: 7501: 7496: 7495: 7494: 7486: 7485: 7484: 7474: 7469: 7463: 7461: 7457: 7456: 7454: 7453: 7451:Whole language 7448: 7443: 7438: 7433: 7428: 7423: 7417: 7415: 7411: 7410: 7405: 7403: 7402: 7395: 7388: 7380: 7371: 7370: 7368: 7367: 7362: 7356: 7354: 7350: 7349: 7347: 7346: 7344:Writing system 7341: 7336: 7331: 7329:Neurodiversity 7326: 7321: 7316: 7311: 7306: 7301: 7296: 7290: 7288: 7287:Related topics 7284: 7283: 7280: 7279: 7277: 7276: 7271: 7265: 7263: 7259: 7258: 7256: 7255: 7250: 7244: 7242: 7238: 7237: 7235: 7234: 7233: 7232: 7222: 7217: 7211: 7209: 7203: 7202: 7200: 7199: 7194: 7189: 7184: 7179: 7174: 7169: 7164: 7159: 7154: 7149: 7144: 7139: 7133: 7131: 7117: 7113: 7112: 7103: 7101: 7100: 7093: 7086: 7078: 7072: 7069: 7068: 7060: 7051: 7050: 7047: 7046: 7037: 7026: 7015: 7003: 7002: 7000: 6996: 6995: 6992: 6991: 6980: 6969: 6958: 6943: 6924: 6904: 6899: 6898: 6896: 6895:Classification 6886: 6885: 6880: 6874: 6873: 6862: 6861: 6841: 6834: 6833: 6832: 6820: 6806: 6799: 6787: 6774: 6773: 6771: 6770:External links 6768: 6766: 6765: 6720: 6692:(10): 1023–9. 6677: 6641:Brain Sciences 6632: 6589: 6561:(8): 1137–44. 6546: 6495: 6450: 6399: 6393: 6378: 6372: 6354: 6348: 6333: 6327: 6312: 6306: 6291: 6285: 6270: 6264: 6249: 6243: 6225: 6219: 6204: 6166: 6164: 6161: 6084: 6083: 6063:report.nih.gov 6047: 5996: 5985: 5965: 5903: 5870: 5841:(4): 346–369. 5821: 5770: 5733:(3): 286–294. 5713: 5662: 5655: 5635: 5615: 5596: 5592:dyslexia, noun 5583: 5570: 5549:(6): 509–519. 5529: 5522: 5502: 5491: 5471: 5414: 5365: 5354: 5334: 5304: 5293:(7): 338–343. 5277: 5248: 5230: 5185: 5123: 5096:(4): 241–255. 5080: 5055: 5035: 5006:(41): 718–26. 4983: 4964: 4944: 4893: 4878: 4860: 4835: 4823: 4810: 4790: 4776: 4756: 4712: 4687: 4660:(4): 545–553. 4643: 4602: 4557:BMC Psychology 4543: 4489: 4475: 4454: 4397: 4360:(4): 501–508. 4337: 4304: 4293: 4273: 4247: 4198: 4185: 4172: 4159: 4146: 4133: 4106:(4): 463–471. 4090: 4079:(2): 221–234. 4063: 4052: 4032: 4021: 4001: 3956:Brain Sciences 3942: 3909: 3888: 3862: 3842: 3815:(1): 283–307. 3799: 3772:(2): 385–413. 3756: 3718: 3695:(6): 498–521. 3675: 3664: 3644: 3633: 3610: 3599: 3579: 3546:(5): 1268–88. 3526: 3497:(5): 289–297. 3477: 3455: 3422: 3393:(5): 593–607. 3373: 3362: 3340: 3307: 3270:(4): 356–364. 3250: 3207: 3155: 3098: 3049: 3038: 3018: 2966: 2955: 2935: 2894: 2859: 2848: 2828: 2814: 2794: 2780: 2760: 2711: 2662: 2633:(2): 816–847. 2613: 2602: 2582: 2530: 2519: 2499: 2473: 2462: 2440: 2397:Law J (2014). 2389: 2335: 2300: 2289: 2269: 2258: 2234: 2200:(5): 475–493. 2177: 2166: 2146: 2120: 2113: 2088: 2045: 1996: 1985: 1963: 1952: 1932: 1892: 1873: 1846: 1803: 1746: 1730: 1699: 1668: 1639:(6): 719–727. 1619: 1593: 1582: 1559: 1532:(3): e818–56. 1504: 1478: 1451:(6): 538–564. 1435: 1421: 1364: 1350: 1339: 1314: 1285: 1258: 1188: 1156: 1155: 1153: 1150: 1149: 1148: 1143: 1138: 1133: 1125: 1122: 1095: 1092: 1080: 1077: 1052: 1049: 1018:Oswald Berkhan 1010:Main article: 1007: 1004: 987: 984: 978: 975: 961:letter-spacing 936:(letters) and 921:Main article: 918: 915: 897: 894: 893: 892: 876: 855: 834: 831: 801: 798: 790:working memory 760:Dyslexia is a 749: 746: 728: 725: 696: 693: 677:writing system 674:Latin alphabet 661: 658: 630: 627: 577: 574: 569:automatization 517: 514: 500: 497: 496: 495: 480: 475: 460: 455: 451: 445: 422: 412: 409: 341:mirror writing 335:and a lack of 322: 319: 307:agnosic alexia 287:Main article: 284: 283:Classification 281: 188:word blindness 179: 178: 175: 171: 170: 167: 163: 162: 149: 143: 142: 139: 133: 132: 126: 120: 119: 113: 109: 108: 103: 99: 98: 95: 91: 90: 84: 78: 77: 68: 62: 61: 57: 56: 48: 47: 44: 40: 39: 31: 26: 24: 14: 13: 10: 9: 6: 4: 3: 2: 8241: 8230: 8227: 8225: 8222: 8220: 8217: 8215: 8212: 8210: 8207: 8205: 8202: 8200: 8197: 8195: 8192: 8190: 8187: 8185: 8182: 8181: 8179: 8158: 8155: 8153: 8150: 8149: 8147: 8143: 8137: 8134: 8132: 8129: 8127: 8124: 8122: 8119: 8117: 8114: 8112: 8109: 8107: 8104: 8102: 8099: 8098: 8096: 8092: 8086: 8083: 8081: 8078: 8076: 8073: 8071: 8068: 8066: 8063: 8061: 8058: 8056: 8053: 8051: 8048: 8046: 8043: 8041: 8038: 8036: 8033: 8031: 8028: 8027: 8025: 8023: 8019: 8013: 8010: 8008: 8005: 8003: 8000: 7998: 7994: 7992: 7989: 7988: 7986: 7982: 7976: 7973: 7971: 7968: 7966: 7963: 7961: 7958: 7956: 7953: 7952: 7950: 7946: 7942: 7937: 7933: 7926: 7921: 7919: 7914: 7912: 7907: 7906: 7903: 7891: 7888: 7886: 7883: 7881: 7878: 7876: 7873: 7871: 7868: 7866: 7863: 7861: 7858: 7856: 7855:Literacy test 7853: 7851: 7848: 7846: 7845:Dick and Jane 7843: 7841: 7838: 7836: 7833: 7831: 7828: 7826: 7823: 7822: 7820: 7816: 7810: 7807: 7805: 7802: 7800: 7799:Transliteracy 7797: 7795: 7794:Technological 7792: 7790: 7787: 7785: 7782: 7780: 7777: 7775: 7772: 7770: 7767: 7765: 7764:Psychological 7762: 7760: 7757: 7755: 7752: 7750: 7747: 7745: 7742: 7740: 7737: 7735: 7732: 7730: 7727: 7725: 7722: 7720: 7717: 7715: 7712: 7710: 7707: 7705: 7702: 7698: 7695: 7693: 7692:Mental health 7690: 7689: 7688: 7685: 7683: 7680: 7678: 7675: 7673: 7670: 7668: 7665: 7663: 7660: 7658: 7655: 7653: 7650: 7648: 7645: 7643: 7640: 7638: 7635: 7633: 7630: 7628: 7625: 7623: 7622:Computational 7620: 7618: 7615: 7613: 7610: 7608: 7605: 7603: 7600: 7598: 7595: 7594: 7592: 7588: 7582: 7579: 7577: 7576:Frank Laubach 7574: 7572: 7569: 7567: 7564: 7562: 7559: 7557: 7554: 7552: 7549: 7548: 7546: 7542: 7536: 7533: 7531: 7528: 7526: 7523: 7521: 7518: 7517: 7515: 7511: 7505: 7504:United States 7502: 7500: 7497: 7493: 7490: 7489: 7487: 7483: 7480: 7479: 7478: 7475: 7473: 7470: 7468: 7465: 7464: 7462: 7458: 7452: 7449: 7447: 7446:Post-literacy 7444: 7442: 7439: 7437: 7434: 7432: 7429: 7427: 7424: 7422: 7419: 7418: 7416: 7412: 7408: 7401: 7396: 7394: 7389: 7387: 7382: 7381: 7378: 7366: 7363: 7361: 7358: 7357: 7355: 7351: 7345: 7342: 7340: 7337: 7335: 7332: 7330: 7327: 7325: 7322: 7320: 7317: 7315: 7312: 7310: 7307: 7305: 7302: 7300: 7299:Learning Ally 7297: 7295: 7292: 7291: 7289: 7285: 7275: 7272: 7270: 7267: 7266: 7264: 7260: 7254: 7251: 7249: 7246: 7245: 7243: 7239: 7231: 7228: 7227: 7226: 7223: 7221: 7218: 7216: 7213: 7212: 7210: 7208: 7204: 7198: 7195: 7193: 7190: 7188: 7185: 7183: 7180: 7178: 7175: 7173: 7170: 7168: 7165: 7163: 7160: 7158: 7155: 7153: 7150: 7148: 7145: 7143: 7140: 7138: 7135: 7134: 7132: 7130: 7129:communication 7125: 7121: 7118: 7114: 7110: 7106: 7099: 7094: 7092: 7087: 7085: 7080: 7079: 7076: 7070: 7064: 7058: 7045: 7041: 7038: 7036: 7032: 7031: 7027: 7025: 7021: 7020: 7016: 7014: 7010: 7009: 7005: 7004: 7001: 6997: 6990: 6986: 6985: 6981: 6979: 6975: 6974: 6970: 6968: 6964: 6963: 6959: 6957: 6953: 6952: 6948: 6944: 6942: 6938: 6934: 6933: 6929: 6925: 6923: 6919: 6915: 6914: 6910: 6906: 6905: 6902: 6897: 6893: 6884: 6881: 6879: 6876: 6875: 6870: 6865: 6856: 6855: 6854: 6848: 6844: 6828: 6824: 6809: 6769: 6762: 6758: 6753: 6748: 6743: 6738: 6734: 6730: 6726: 6721: 6717: 6713: 6708: 6703: 6699: 6695: 6691: 6687: 6683: 6678: 6674: 6670: 6665: 6660: 6655: 6650: 6646: 6642: 6638: 6633: 6629: 6625: 6620: 6615: 6611: 6607: 6603: 6599: 6595: 6590: 6586: 6582: 6577: 6572: 6568: 6564: 6560: 6556: 6552: 6547: 6543: 6539: 6534: 6529: 6525: 6521: 6517: 6513: 6509: 6505: 6501: 6496: 6492: 6488: 6483: 6478: 6473: 6468: 6464: 6460: 6456: 6451: 6447: 6443: 6438: 6433: 6429: 6428:1721.1/102416 6425: 6421: 6417: 6413: 6409: 6405: 6400: 6396: 6390: 6386: 6385: 6379: 6375: 6369: 6365: 6364: 6359: 6355: 6351: 6345: 6341: 6340: 6334: 6330: 6324: 6320: 6319: 6313: 6309: 6303: 6299: 6298: 6292: 6288: 6282: 6278: 6277: 6271: 6267: 6261: 6257: 6256: 6250: 6246: 6240: 6236: 6235: 6230: 6226: 6222: 6216: 6212: 6211: 6205: 6201: 6197: 6193: 6189: 6185: 6181: 6177: 6173: 6168: 6167: 6162: 6160: 6157: 6153: 6149: 6145: 6140: 6135: 6131: 6127: 6120: 6113: 6108: 6104: 6100: 6097:for external 6096: 6091: 6068: 6064: 6057: 6051: 6048: 6043: 6039: 6034: 6029: 6024: 6019: 6015: 6011: 6007: 6000: 5997: 5992: 5988: 5982: 5978: 5977: 5969: 5966: 5961: 5957: 5953: 5949: 5945: 5941: 5936: 5931: 5927: 5923: 5919: 5912: 5910: 5908: 5904: 5892: 5888: 5881: 5879: 5877: 5875: 5871: 5866: 5862: 5857: 5852: 5848: 5844: 5840: 5836: 5832: 5825: 5822: 5817: 5813: 5808: 5803: 5798: 5793: 5789: 5785: 5781: 5774: 5771: 5766: 5762: 5757: 5752: 5748: 5744: 5740: 5736: 5732: 5728: 5724: 5717: 5714: 5709: 5705: 5700: 5695: 5690: 5685: 5681: 5677: 5673: 5666: 5663: 5658: 5656:9781483346434 5652: 5648: 5647: 5639: 5636: 5631: 5627: 5626: 5619: 5616: 5611: 5607: 5600: 5597: 5593: 5587: 5584: 5580: 5574: 5571: 5566: 5562: 5557: 5552: 5548: 5544: 5540: 5533: 5530: 5525: 5523:9780765708663 5519: 5515: 5514: 5506: 5503: 5498: 5494: 5488: 5484: 5483: 5475: 5472: 5467: 5463: 5458: 5453: 5449: 5445: 5441: 5437: 5433: 5429: 5425: 5418: 5415: 5410: 5406: 5401: 5396: 5392: 5388: 5384: 5380: 5376: 5369: 5366: 5361: 5357: 5355:9781118845493 5351: 5347: 5346: 5338: 5335: 5322: 5318: 5317:p12.nysed.gov 5314: 5308: 5305: 5300: 5296: 5292: 5288: 5281: 5278: 5273: 5267: 5259: 5255: 5251: 5245: 5241: 5234: 5231: 5223: 5219: 5215: 5211: 5207: 5203: 5196: 5189: 5186: 5181: 5177: 5172: 5167: 5163: 5159: 5155: 5151: 5147: 5143: 5139: 5132: 5130: 5128: 5124: 5119: 5115: 5111: 5107: 5103: 5099: 5095: 5091: 5084: 5081: 5076: 5070: 5062: 5058: 5052: 5048: 5047: 5039: 5036: 5031: 5027: 5022: 5017: 5013: 5009: 5005: 5001: 4997: 4990: 4988: 4984: 4971: 4967: 4961: 4957: 4956: 4948: 4945: 4940: 4936: 4931: 4926: 4921: 4916: 4912: 4908: 4904: 4897: 4894: 4889: 4885: 4881: 4879:9780857003256 4875: 4871: 4864: 4861: 4849: 4845: 4839: 4836: 4832: 4827: 4824: 4820: 4814: 4811: 4808: 4807:9780387885995 4804: 4800: 4794: 4791: 4779: 4777:9780387889634 4773: 4769: 4768: 4760: 4757: 4752: 4748: 4744: 4740: 4736: 4732: 4728: 4724: 4716: 4713: 4700: 4699: 4691: 4688: 4683: 4679: 4675: 4671: 4667: 4663: 4659: 4655: 4647: 4644: 4638: 4633: 4629: 4625: 4621: 4617: 4613: 4606: 4603: 4598: 4594: 4589: 4584: 4580: 4576: 4571: 4566: 4562: 4558: 4554: 4547: 4544: 4532: 4528: 4524: 4520: 4516: 4512: 4508: 4504: 4500: 4493: 4490: 4478: 4476:9781493915620 4472: 4468: 4467: 4458: 4455: 4450: 4446: 4441: 4436: 4432: 4428: 4424: 4420: 4416: 4412: 4408: 4401: 4398: 4393: 4389: 4384: 4379: 4375: 4371: 4367: 4363: 4359: 4355: 4351: 4344: 4342: 4338: 4325: 4321: 4317: 4311: 4309: 4305: 4300: 4296: 4290: 4286: 4285: 4277: 4274: 4261: 4257: 4251: 4248: 4243: 4239: 4234: 4229: 4225: 4221: 4217: 4213: 4209: 4202: 4199: 4195: 4189: 4186: 4182: 4176: 4173: 4169: 4163: 4160: 4156: 4150: 4147: 4143: 4137: 4134: 4129: 4125: 4121: 4117: 4113: 4109: 4105: 4101: 4094: 4091: 4086: 4082: 4078: 4074: 4067: 4064: 4059: 4055: 4049: 4045: 4044: 4036: 4033: 4028: 4024: 4018: 4014: 4013: 4005: 4002: 3997: 3993: 3988: 3983: 3979: 3975: 3970: 3965: 3961: 3957: 3953: 3946: 3943: 3938: 3932: 3925: 3920: 3916: 3912: 3910:9780890425541 3906: 3901: 3900: 3892: 3889: 3876: 3872: 3866: 3863: 3860: 3859:9780192550422 3856: 3852: 3846: 3843: 3838: 3834: 3830: 3826: 3822: 3818: 3814: 3810: 3803: 3800: 3795: 3791: 3787: 3783: 3779: 3775: 3771: 3767: 3760: 3757: 3753: 3749: 3745: 3741: 3737: 3733: 3729: 3722: 3719: 3714: 3710: 3706: 3702: 3698: 3694: 3690: 3686: 3679: 3676: 3671: 3667: 3661: 3657: 3656: 3648: 3645: 3640: 3636: 3630: 3626: 3625: 3617: 3615: 3611: 3606: 3602: 3596: 3592: 3591: 3583: 3580: 3575: 3569: 3561: 3557: 3553: 3549: 3545: 3541: 3533: 3531: 3527: 3522: 3518: 3513: 3508: 3504: 3500: 3496: 3492: 3488: 3481: 3478: 3466: 3462: 3458: 3456:9780444528919 3452: 3448: 3444: 3440: 3436: 3429: 3427: 3423: 3418: 3414: 3409: 3404: 3400: 3396: 3392: 3388: 3384: 3377: 3374: 3369: 3365: 3359: 3355: 3351: 3344: 3341: 3338: 3337:9781135167813 3334: 3330: 3326: 3323: 3316: 3314: 3312: 3308: 3303: 3299: 3294: 3289: 3285: 3281: 3277: 3273: 3269: 3265: 3261: 3254: 3251: 3246: 3242: 3238: 3234: 3230: 3226: 3223:(1): 263–74. 3222: 3218: 3211: 3208: 3203: 3199: 3194: 3189: 3185: 3181: 3177: 3173: 3169: 3162: 3160: 3156: 3151: 3147: 3142: 3137: 3133: 3129: 3125: 3121: 3117: 3113: 3109: 3102: 3099: 3094: 3090: 3085: 3080: 3076: 3072: 3068: 3064: 3060: 3053: 3050: 3045: 3041: 3035: 3031: 3030: 3022: 3019: 3014: 3010: 3005: 3000: 2995: 2990: 2986: 2982: 2978: 2970: 2967: 2962: 2958: 2952: 2948: 2947: 2939: 2936: 2931: 2927: 2922: 2917: 2914:(2): 236–43. 2913: 2909: 2905: 2898: 2895: 2890: 2886: 2882: 2878: 2875:(9): 563–81. 2874: 2870: 2863: 2860: 2855: 2851: 2845: 2841: 2840: 2832: 2829: 2817: 2815:9789652294685 2811: 2807: 2806: 2798: 2795: 2783: 2781:9781405151559 2777: 2773: 2772: 2764: 2761: 2756: 2752: 2747: 2742: 2738: 2734: 2730: 2726: 2722: 2715: 2712: 2707: 2703: 2698: 2693: 2689: 2685: 2681: 2677: 2673: 2666: 2663: 2658: 2654: 2649: 2644: 2640: 2636: 2632: 2628: 2624: 2617: 2614: 2609: 2605: 2599: 2595: 2594: 2586: 2583: 2578: 2574: 2569: 2564: 2560: 2556: 2553:(4): 267–80. 2552: 2548: 2544: 2537: 2535: 2531: 2526: 2522: 2516: 2512: 2511: 2503: 2500: 2495: 2492:(in German). 2491: 2487: 2480: 2478: 2474: 2469: 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Wiley. 6156:Q73053061 6148:2002-4436 6109:license ( 6101:in 2018 ( 5960:221144226 5944:1099-0909 5747:2075-051X 5266:cite book 5162:0736-9387 5110:1099-0909 5069:cite book 4888:747410566 4783:3 October 4751:145644409 4743:0034-3552 4721:243.00". 4705:3 October 4674:0890-8567 4628:1716-9119 4622:(3): 90. 4579:2050-7283 4536:3 October 4523:0890-8567 4431:1866-0452 4374:1355-6177 3978:2076-3425 3931:cite book 3919:830807378 3881:7 October 3766:Cognition 3284:1866-1947 2496:: 914–27. 1780:0962-8436 1723:10 August 1692:10 August 1398:1205-7088 1034:Stuttgart 977:Prognosis 934:graphemes 896:Screening 887:, or the 872:Screening 748:Diagnosis 742:graphemes 681:morphemes 454:dyslexia. 356:syllables 174:Frequency 166:Treatment 71:Neurology 66:Specialty 8209:Literacy 8204:Dyslexia 8045:Featural 8035:Abugidas 7955:Language 7948:Overview 7850:Dyslexia 7759:Physical 7739:Numeracy 7647:Diaspora 7632:Cultural 7627:Critical 7617:Computer 7414:Learning 7407:Literacy 7339:Spelling 7309:Literacy 7215:Dyslexia 7105:Dyslexia 7035:Dyslexia 6869:Dyslexia 6853:Dyslexia 6825: · 6761:27891100 6735:: 1617. 6716:23949389 6673:28106790 6628:28045463 6585:26883091 6542:27464509 6491:27471442 6446:25290881 6414:: 73–8. 6297:Dyslexia 6229:Miles TR 6200:33176236 6192:28797557 6152:Wikidata 6132:(1): 5. 6042:24904383 5991:Archived 5952:32803909 5865:25293652 5816:24460949 5765:23269949 5708:25386132 5630:Archived 5565:25590915 5497:Archived 5466:25412386 5434:: 7068. 5409:24324245 5360:Archived 5222:Archived 5218:22895983 5180:29204931 5118:24133037 5090:Dyslexia 5061:Archived 5030:21046003 4976:10 April 4970:Archived 4939:25360129 4913:: 1172. 4597:25815194 4563:(1): 4. 4531:12960702 4449:21046003 4392:19573267 4330:11 March 4324:Archived 4299:Archived 4266:15 March 4260:Archived 4242:26290655 4128:16983189 4120:14658998 4058:Archived 4027:Archived 3996:30347764 3829:25594880 3786:16844106 3748:43200465 3713:Archived 3709:15227374 3670:Archived 3639:Archived 3605:Archived 3560:22309087 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738:phonemes 660:Language 611:KIAA0319 594:vascular 590:ectopias 586:cortical 576:Genetics 405:spelling 383:spellers 263:teaching 243:dementia 214:(ADHD), 196:spelling 184:Dyslexia 160:teaching 86:Trouble 82:Symptoms 38:Dyslexia 18:Dyslexic 8229:Writing 8111:Chinese 8060:Numeral 7885:Writing 7880:Reading 7865:Orality 7818:Related 7734:Musical 7642:Digital 7607:Braille 7499:Romania 7492:Tokelau 7441:Phonics 7262:Sensory 7044:Q132971 7040:Scholia 6978:D004410 6843:Scholia 6812: ( 6783:minutes 6752:5102880 6707:3891682 6664:5297299 6619:5545717 6576:4872837 6533:4964335 6512:Bibcode 6482:4945653 6465:: 324. 6437:4293303 6033:4033006 6016:: 347. 5856:4253321 5807:3913008 5756:3529662 5699:4209830 5682:: 860. 5457:4238300 5436:Bibcode 5400:3866431 5171:5934461 5021:2967798 4930:4199262 4682:9100430 4637:2542918 4588:4364334 4440:2967798 4383:3079378 4233:4538781 3987:6209961 3837:2588407 3794:7433822 3512:2597981 3408:3492851 3293:3261263 3193:2743891 3141:2905841 3120:Bibcode 3112:Science 3084:2605635 2746:3969300 2697:4110352 2648:3398395 2568:4203994 2426:4078926 2409:: 482. 2375:3913493 2139:26 July 2031:3784964 1789:3866427 1654:5438271 1407:2528651 1244:3465717 1006:History 879:as the 866:or the 733:reading 565:fluency 549:lexicon 512:cells. 426:writing 255:hearing 231:genetic 190:, is a 152:Hearing 116:Genetic 88:reading 8121:Hangul 8101:Arabic 8030:Abjads 7804:Visual 7784:Social 7769:Racial 7744:Object 7687:Health 7612:Carbon 7544:People 7472:Canada 7126:, and 7013:001406 6967:127700 6956:315.02 6922:MB4B.0 6918:6A03.0 6866:about 6845:has a 6759: 6749: 6714: 6704: 6671: 6661: 6626: 6616: 6583: 6573: 6540: 6530: 6489: 6479: 6444: 6434: 6391: 6370: 6346: 6325: 6304: 6283: 6262: 6241: 6217: 6198: 6190: 6154: 6146: 6040: 6030: 5983: 5958: 5950: 5942: 5863: 5853: 5814: 5804: 5790:: 77. 5763: 5753: 5745: 5706: 5696: 5653: 5563: 5520: 5489: 5464: 5454: 5407: 5397: 5352: 5256: 5246: 5216: 5178: 5168: 5160: 5116: 5108: 5053: 5028: 5018: 4962: 4937: 4927: 4886: 4876: 4805: 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