Considerable attention and legislation are currently focused on developmental dyslexia. A
major challenge to these efforts is how to define and operationalize dyslexia. In this article …

Highlights•RD children face significant risk for poor cognitive and socio-emotional
outcome.•Such children can display remarkable resilience in these domains.•Cognitive …

In Study 1, children in grades 4–9 (N= 88, 29 females and 59 males) with persisting reading
and/or writing disabilities, despite considerable prior specialized instruction in and out of …

Students who are gifted and have a learning disability (GLD) may not be identified, in part
because of disagreement regarding appropriate identification criteria. In this study …

Background: Dyslexia is a developmental brain-based type of learning disability that affects
a person's ability to read and spell words. Best estimates place 5 percent to 10 percent of the …

The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic
criteria for reading disability. We quantitatively investigated the consequences of using DSM …

It is important to identify cognitive and achievement characteristics that differentiate students
who are twice exceptional because they are gifted and have a learning disability (2e-LD) …

In this literature review, we address the use of cognitive tests, including intelligence tests, in
the assessment and diagnosis of dyslexia, from both historic and present-day perspectives …

Abstract Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or
spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions …

Background To date little is known about factors that might contribute to positive literacy
outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in …