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1 - Theories of Dyslexia

from Part I - Theoretical Frameworks and Computational Models

Published online by Cambridge University Press:  28 July 2022

By
Usha Goswami
Edited by
Michael A. Skeide
Michael A. Skeide
Affiliation:
Max Planck Institute for Human Cognitive and Brain Sciences
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Summary

Dyslexia is a disorder of development. Classically, a child has shown apparently typical language acquisition and cognitive development until faced with the task of learning to read. Suddenly the child struggles: ‘In spite of laborious and persistent training, he can only with difficulty spell out words of one syllable’ (Hinshelwood 1896, p. 1378). Why this apparently specific problem with reading and writing? One hundred years later, a child with dyslexia aged 9 years wrote ‘I have blond her, Blue eys and an infeckshos smill. Pealpie tell mum haw gorgus I am and is ent she looky to have me. But under the surface I live in a tumoyl. Words look like swigles and riting storys is a disaster area because of spellings’ (I have blond hair, blue eyes and an infectious smile. People tell Mum how gorgeous I am and isn’t she lucky to have me. But under the surface I live in a turmoil. Words look like squiggles and writing stories is a disaster area because of spellings) (author’s private notes).

Type
Chapter
Information
The Cambridge Handbook of Dyslexia and Dyscalculia , pp. 5 - 24
Publisher: Cambridge University Press
Print publication year: 2022

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References

Suggestions for Further Reading

Franceschini, S., Bertoni, S., Ronconi, L., et al. 2015. ‘“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia’. Current Developmental Disorders Reports 2 (4): 318–29. https://doi.org/10.1007/s40474-015-0064-4.CrossRefGoogle Scholar
Goswami, U. 2015. ‘Sensory Theories of Developmental Dyslexia: Three Challenges for Research’. Nature Reviews Neuroscience, 16, 43–54. http://dx.doi.org/10.1038/nrn3836.CrossRefGoogle ScholarPubMed
Goswami, U. 2020. Reading Acquisition and Developmental Dyslexia: Educational Neuroscience and Phonological Skills. In Thomas, M. S. C., Mareschal, D., and Dumontheil, I. (Eds.). pp. 144–68, Educational Neuroscience: Development across the Lifespan. Routledge.Google Scholar
Olulade, O. A., Napoliello, E. M., and Eden, G. F., 2013. ‘Abnormal Visual Motion Processing Is Not a Cause of Dyslexia’. Neuron, 79(1), 180–90. https://doi.org/10.1016/j.neuron.2013.05.002.CrossRefGoogle Scholar
Ziegler, J.C., Perry, C., and Zorzi, M.. 2020. ‘Learning to Read and Dyslexia: From Theory to Intervention Through Personalised Computational Models’. Current Directions in Psychological Science, 29(3), 293–300. https://doi.org/10.1177/0963721420915873.CrossRefGoogle ScholarPubMed

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