Methods used in subtyping developmental dyslexics and based on reading-level matched
children statistics (mean and standard deviation) define two main categories: phonological …

The reading performance of two groups of dyslexic children with either a phonological (PH)
or a visual-attentional (VA) deficit was compared to that of control groups matched on …

There is a consensus that dyslexia is on a continuum with normal reading skill and that
dyslexics fall at the low end of the normal range in phonological skills. However, there is still …

The present study assessed reading difficulties and cognitive impairments of German-
speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic …

This chapter investigates the issue of whether dyslexics are eventually capable of automatic
word processing. Automatic processing is the final stage in isolated word reading. However …

In accordance with these aims, performances of 60 dyslexic children were compared with
that of 65 age-matched normal readers on verbal, visual-spatial and visual-object task …

Most of the studies overviewed by Farmer and Klein (1995) in their review of temporal
processing disorders in developmental dyslexia have taken a group study approach in …

La dyslexie phonologique se caractérise par un déficit de la voie phonologique de lecture et
la dyslexie de surface par un déficit de la voie orthographique. Le premier objectif de l'étude …

The developmental‐lag hypothesis in theories about dyslexia refers to an unexpected slow,
but not qualitatively different, development of reading skills in dyslexic children. The …

Developmental dyslexia is normally characterised by unexpected problems in learning to
read for children of average or above average intelligence. Interestingly, however, slower …