Sally E. Shaywitz, Robin Morris, and Bennett A. Shaywitz
AbstractThe past two decades have witnessed an explosion in our understand-ing of dyslexia (or specific reading disability), the most common andmost carefully studied of the learning disabilities. We first reviewthe core concepts of dyslexia: its definition, prevalence, and devel-opmental course. Next we examine the cognitive model of dyslexia,especially the phonological theory, and review empiric data suggest-ing genetic and neurobiological influences on the development ofdyslexia. With the scientific underpinnings of dyslexia serving as afoundation, we turn our attention to evidence-based approaches todiagnosis and treatment, including interventions and accommoda-tions. Teaching reading represents a major focus.