Excessive crowding in the visual periphery has been demonstrated in children with developmental dyslexia (DD). However, less is known about crowding in the fovea, even though foveal crowding is at least equally important, as reading is mostly accomplished through foveal vision. Here we used a special set of digit stimuli (Pelli fonts) to measure…

Purpose: We report here, for the first time, on developmental surface dyslexia in Turkish, a very transparent orthography. Surface dyslexia is a deficit in the lexical route, which forces the reader to read words via the sublexical route, leading to regularization errors. Methods: To detect surface dyslexia, we used reading aloud of loanwords with…

Some children experience more difficulty than others becoming literate, often at great emotional, intellectual, social, and economic cost to themselves, but also to those who love and care for them, and for society at large. The causes of those difficulties and what to do about them have been the source of much research and sometimes heated…

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and…

Central Auditory Processing Disorder (CAPD) refers to difficulties in perceptual processing of auditory information. It is a difficulty experienced by a person whose pure tone hearing, intelligence, and language abilities are within the appropriate age norms. In children with CAPD, difficulty in spelling and reading loudly can also be observed.…

Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas.…

Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically…

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural…

Research has shown that educators may be missing an under-identified population of approximately 10 percent of typically developing children, who have fluent, age-appropriate decoding and word recognition skills, yet have specific difficulties with other higher-level text processing factors. These children are said to have specific comprehension…

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…

Children from low socioeconomic backgrounds (SES) are at increased risk of reading problems. Although phonological awareness consistently emerges as a critical literacy skill for children, little research exists regarding the effects of the acquisition of phonological awareness skills on decreasing the reading achievement gap between children of…

The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized…

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…

For identifying children with four major kinds of verbal learning disabilities viz. reading disability, speech and language comprehension disability, writing disability and mathematics disability, the present task was undertaken to construct and standardize verbal learning disabilities checklist. This checklist was developed by keeping in view the…

Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings…