Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

This commentary reviews and summarises the strides which neuroscience has made in our present understanding of the development of literacy and numeracy in children. Specifically, it draws attention to key insights from studies which have elucidated the possible neural mechanisms that may account for difficulties in the development of these…

The authors of this rejoinder write that they understand that there are mixed views on the work they do, the products they publish, and the roles they play in the professions they serve. They also believe that in any healthy professional context, debate and disagreement enhance their work. The authors state that most of the time, their work is…

The educational systems in all countries have failed to adequately address the problems of students with learning disabilities. Antisocial behaviour, homelessness, mental health problems and even suicide are a result. This article will explore the reasons for this state of affairs. One of the major reasons is excessive reliance on testing without…

In a decade when brain research has helped people understand learning difficulties in children, and people have seen increased media attention on the use of medications to treat attention deficit/hyperactivity disorder (ADHD) in children and adults, Dr. Edward (Ned) Hallowell has worked tirelessly to educate the medical profession, parents,…

Woollams, Lambon Ralph, Plaut, and Patterson (see record 2007-05396-004) reported detailed data on reading in 51 cases of semantic dementia. They simulated some aspects of these data using a connectionist parallel distributed processing (PDP) triangle model of reading. We argue here that a different model of reading, the dual route cascaded (DRC)…

In this paper we argue that attempts to distinguish between categories of "dyslexia" and "poor reader" or "reading disabled" are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the…

The connectionist triangle model of reading aloud proposes that semantic activation of phonology is particularly important for correct pronunciation of low-frequency exception words. Our consideration of this issue (Woollams, Lambon Ralph, Plaut, & Patterson, 2007) (see record 2007-05396-004) reported computational simulations demonstrating that…

In this contribution to the Widening Participation Special Issue of Psychology Teaching Review we consider our experiences in education as people who can't spell using an auto-ethnographic methodology (Sparkes, 2007), specifically, evocative auto-ethnography (Anderson, 2006) and guided by a social constructionist approach to identity (Burr, 1995).…

Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or…

We all have what we may think of as our limits--degrees of competence we believe we cannot go beyond or skills we think we cannot master. It would be foolish to claim that each of us is capable of anything and everything to which we set our minds. But going to university is really about progressing beyond our perceived limits. In this article,…

Suggests a whimsical text on dyslexia that might be written by David Barry, columnist for the "Miami Herald." (RAE)

The frustrations and experiences of a "dysmusic" individual-one who cannot sing or dance-are used to highlight questions regarding the lateral dominance, sexual predominance, and neurological factors involved in dyslexia. (CL)

Notes that since acquisition and utilization of multimodal and crossmodal information analysis seem to develop greatly during the two through four year age period in humans, it might be possible to identify potential dyslexics by early testing the adequacy of those functions. Limitations on the number of concepts that can be handled simultaneously…

Research on spatial thinking impairments, with special reference to right-left orientation, visuomotor and visuoconstructive performances, and finger recognition are examined. It is concluded that, although some dyslexic children do show spatial disabilities, there is little evidence to support the existence of a visuospatial type of developmental…