Although the problem of dyslexia is widely recognized, its
definition continues to be debated. This new edition of a classic
book provides a synthesis of research on the cognitive deficits of
dyslexia and reviews evidence concerning its biological bases. The
author not only considers the causes of reading and spelling
problems, but also how, in spite of their difficulties, dyslexic
children accomplish levels of literacy that initially seem beyond
them.
The first edition of the book has been substantially rewritten,
updated and extended to cover the biology of dyslexia, recent
research on auditory and visual processing in dyslexia, and studies
that evaluate teaching interventions for dyslexic children.
Dyslexia will prove to be an invaluable resource for professionals
and general readers alike.
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