Over the last few decades, several definitions of dyslexia have centered on phonological awareness as the sole linguistic risk factor for developing dyslexia. Although difficulties with the acquisition and application of speech sounds can affect reading and spelling development, additional factors can as well and are included in other international definitions. Because additional specific linguistic risk factors can contribute to reading difficulties, they should all be included as part of a comprehensive dyslexia evaluation. In addition to phonological awareness, three additional linguistic risk factors include orthographic processing, rapid automatized naming (RAN), and working memory. Other possible correlates include processing speed and visual-verbal paired associate learning. Both the number of risk factors and the severity of weaknesses in these underlying linguistic risk factors increase the probability of dyslexia.