Summary
The nine papers on reading processes and problems collected together in this issue are discussed and related to each other. The studies all share a theoretical framework which is based on models of cognitive psychology and experimental methods developed in this area. A single major hypothesis emerges from these studies on the nature of developmental dyslexia. In its weak form the hypothesis suggests a phonological deficit, in its strong form a specific deficit in speech-motor programming. While other determinants of reading failure are not ruled out, the evidence from the various independent experiments allows the surprisingly parsimonious interpretation of developmental dyslexia as a type of speech problem.
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Frith, U. Experimental approaches to developmental dyslexia: An introduction. Psychol. Res 43, 97–109 (1981). https://doi.org/10.1007/BF00309824
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DOI: https://doi.org/10.1007/BF00309824