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Developmental dyslexia – weighing the evidence between competing theories

Developmental dyslexia is the most frequent specific learning disability in childhood, and is characterized by a pronounced and persistent difficulty in learning to read despite normal education, general intelligence, no obvious sensory deficits and adequate educational and socioeconomic opportunities. Although sensory, attentional and processing deficits have often been reported in dyslexic readers, still there is a general belief that the core impairment responsible for their reading difficulties is linguistic in nature: specifically phonological.

On one and a single subjects sample we aim to test using EEG and eye tracking methods the existing neurobiological theories of dyslexia: phonological, magnocellular, attentional and cerebellar.

Assuming that dyslexia results from a mixture of different deficits or dysfunctions, its diagnosis should focus on identification of the deficits in each individual. Consequently, the therapeutic procedures should be adjusted individually on the basis of the identified weaknesses in cognitive functions and related brain impairments.

Jednoróg K., Marchewka A., Tacikowski P., Grabowska A. Implicit phonological and semantic processing in children with developmental dyslexia: Evidence from event-related potentials. Neuropsychologia, 48 (9): 2447-2457, 2010

Grabowska, A., Jednoróg, K.  Neurobiologiczne podstawy dysleksji. W: G. Krasowicz-Kupis (red.). Diagnoza dysleksji. Wydawnictwo Harmonia, GdaƄsk, 40-61, 2009


Nencki Institute of Experimental Biology (c) 2015