Understanding Dyslexia: A Review of Contemporary Neuropsychological Theories and Cognitive-Behavioral Evidence
Dyslexia is one of the most common reading disorders observed in children and adults across the world, yet it is also one of the most challenging for clinicians to diagnose and treat. The obstacles associated with detecting dyslexia and intervening with appropriate remediation therapies early in development largely stem from the heterogeneity of symptom presentation, complicated further by the delayed timeline for acquiring literacy. Over the last several decades and until recently, neuropsychologists and linguists alike have posited numerous theories and models to aid in understanding the underlying causes of dyslexia. The following review presents a selection of the leading theories for explaining dyslexia from the behavioral literature, as well as the cognitive-behavioral evidence that supports these theories. In addition, a brief exploration of the genetic factors influencing dyslexia is covered, as well as a number of key findings from neuroimaging research that demonstrate specific neuroanatomical and functional perturbations which may serve as predictors of dyslexia in pre-literate children.