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In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 333–358

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Dyslexia and word reading problems

 | University of Alberta
 | University of Oslo
Published online: 14 August 2017
DOI logo with link
https://doi.org/10.1075/swll.15.19par
Article outline
  • Developmental dyslexia defined
  • Single-cause theories of developmental dyslexia
    • Phonological deficits
    • Rapid naming deficit
    • Auditory processing
    • Visual attention
    • Discussion of single-deficit theories
  • Acknowledging heterogeneity: Subtypes of dyslexia
    • Phonological vs. surface dyslexia
    • Double-Deficit theories
    • Discussion of subtyping theories
  • Multiple-Deficit models of dyslexia
    • Probabilistic multiple deficit models
    • Discussion of multiple deficit models
  • Conclusion
  • References
References (121)
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2025. Reading and emotional-behavioural development in Finnish children: a longitudinal study of associations. Reading and Writing 38:5 ► pp. 1359 ff. DOI logo
Rodríguez, Karina-Viviana, Liliana Fonseca, Francisco-Ramiro Iaconis, Jessica Del-Punta & Gustavo Gasaneo
2025. Los movimientos oculares, un camino para comprender las dificultades en el procesamiento de la lectura. Ocnos 24:1 DOI logo
Yinon, Rotem‐ & Shelley Shaul
2025. Cognitive‐Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System. Dyslexia 31:1 DOI logo
Akgün, Özer & Gönül Akçamete
2024. The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia. Reading & Writing Quarterly 40:4 ► pp. 326 ff. DOI logo
Donolato, Enrica, Enrico Toffalini, Cesare Cornoldi & Irene C. Mammarella
2024. In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum. Dyslexia 30:3 DOI logo
Gearin, Brian, Jessica Turtura, Kim Anderson, Samantha Durrance, Joan Mele-McCarthy, Laura Schultz & Karleen Spitulnik
2024. An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. Annals of Dyslexia 74:3 ► pp. 337 ff. DOI logo
Layes, Smail, Sana Tibi, Marjolaine Cohen & Linda Lombardino
2024. Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color. Learning Disability Quarterly 47:3 ► pp. 139 ff. DOI logo
Ali Mohammed Hussien , Bothina
2023. Using Online Orton-Gillingham Lessons to Teach Reading Comprehension and Word Recognition to Preschool Children at Risk for Dyslexia. PSYCHOLINGUISTICS 33:2 ► pp. 6 ff. DOI logo
Rakhlin, Natalia, Catalina Mourgues, Tatiana Logvinenko, Alexander N. Kornev & Elena L. Grigorenko
2023. What Reading-Level Match Design Reveals about Specific Reading Disability in a Transparent Orthography and How Much We Can Trust It. Scientific Studies of Reading 27:2 ► pp. 101 ff. DOI logo
Christoforou, Christoforos, Timothy C. Papadopoulos & Maria Theodorou
2022. Toward the Study of the Neural-Underpinnings of Dyslexia During Final-Phoneme Elision: A Machine Learning Approach. In Brain Informatics [Lecture Notes in Computer Science, 13406], ► pp. 74 ff. DOI logo
Metsala, Jamie L. & Margaret D. David
2022. Improving English reading fluency and comprehension for children with reading fluency disabilities. Dyslexia 28:1 ► pp. 79 ff. DOI logo
Ottosen, Helle Fredslund, Katrine H. Bønnerup, Ethan Weed & Rauno Parrila
2022. Identifying dyslexia at the university: assessing phonological coding is not enough. Annals of Dyslexia 72:1 ► pp. 147 ff. DOI logo
Niolaki, Georgia, Laura Marie Taylor, Aris Terzopoulos & Rachael Davies
2020. Literacy difficulties in higher education: Identifying students’ needs with a hybrid model. Educational and Child Psychology 37:2 ► pp. 80 ff. DOI logo
Parrila, Rauno, Dean Dudley, Shuang Song & George K. Georgiou
2020. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1 ► pp. 1 ff. DOI logo
Parrila, Rauno, George K. Georgiou & Timothy C. Papadopoulos
2020. Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia 26:4 ► pp. 343 ff. DOI logo
Tsiampa, Athanasia Maria & Konstantina Skolariki
2020. Neurocognitive Interventions and Brain Function in Children with Dyslexia. In Brain Function Assessment in Learning [Lecture Notes in Computer Science, 12462], ► pp. 45 ff. DOI logo
Georgiou, George K. & J. P. Das
2019. A Cognitive Framework for Tracing the Roots of Reading Disabilities Among University Students. In The Wiley Handbook of Adult Literacy, ► pp. 215 ff. DOI logo
Protopapas, Athanassios
2019. Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Frontiers in Psychology 10 DOI logo
Diamanti, Vassiliki, Nata Goulandris, Ruth Campbell & Athanassios Protopapas
2018. Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek. Scientific Studies of Reading 22:1 ► pp. 55 ff. DOI logo
Tibi, Sana & John R. Kirby
2018. Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading 22:1 ► pp. 70 ff. DOI logo
Parrila, Rauno, Bradley W. Bergey & S. Helene Deacon
2001. La dyslexie à l'âge adulte. In La dyslexie à l'âge adulte, ► pp. 218 ff. DOI logo

This list is based on CrossRef data as of 4 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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