The current definition of dyslexia is an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, which is due to a difficulty in getting to the individual sounds of spoken language, affecting the ability of an individual to speak, read, spell, and often, learn a second language.

There is now strong empirical support for the unexpected nature of dyslexia. As shown in Figure 1, in typical readers, the development of reading and IQ are dynamically linked over time. In contrast, in dyslexic readers, there is a developmental uncoupling between reading and IQ. These findings provide an explanation for the unexpected nature of developmental dyslexia and provide the long-sought empirical evidence for the seeming paradox involving cognition and reading ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles