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• Cover
• Half title
• Title page
• Imprints page
• Contents
• Figures
• Table
• Foreword
• Preface
• Abbreviations
• Chapter 1 What Is Dyslexia?
• Introduction
• Definitions of Dyslexia
• Dyslexia 1: A Synonym for Reading Disability
• Dyslexia 2: A Condition Manifested by a Clinically Derived Subgroup of Poor Decoders
• What Might Be Indicators of Unexpected Performance?
• i. Intelligence
• a. Profiles of Cognitive Strengths and Weaknesses
• b. The Continuing Popularity of Intelligence for Diagnosing Dyslexia
• ii. Socioeconomic Disadvantage and Psychosocial Adversity
• iii. Inadequate Schooling and Educational Deprivation
• iv. Emotional and Behavioral Factors
• Inclusionary Approaches: The Search for Marker Variables
• Dyslexia and Language Disorders
• Dyslexia 3: Intractability to High Quality Intervention
• Dyslexia 4: A Neurodiverse Profile
• The Prevalence of Dyslexia
• The Difficulty of Bridging Science and Practice: The Rose Report
• Understandings and Definitions of Dyslexia: A Summary
• Reading Disability as a Multifactorial, Heterogeneous Syndrome
• A Note on the Terminology Employed in This Book
• Chapter 2 Explanations at the Cognitive Level
• Introduction
• From Single to Multiple Deficits
• The Phonological Deficit Hypothesis
• Rapid Naming and the Double Deficit
• Short-Term and Working Memory
• Executive Functions
• Auditory and Visual Explanations
• Auditory Processing
• Visual Processing and Visual Attention
• i. The Magnocellular Deficit Hypothesis
• ii. Visual Stress and Scotopic Sensitivity
• iii. Visual Attention
• Psycho-Motor Processing
• Cognitive Level Explanations and Educational Intervention
• Chapter 3 The Neurobiological Bases of Reading Disability
• Introduction
• The Reading Brain
• Postmortem Studies
• Studies of Anatomical Structure
• i. Anatomical Magnetic Resonance Imaging (aMRI)
• ii. Voxel- and Surface-Based Morphometry
• iii. Diffusion Tensor Imaging
• Studies of Brain Function
• i. Positron Emission Tomography
• ii. Functional Magnetic Resonance Imaging
• iii. Electrophysiological Studies
• iv. Magnetoencephalography
• v. Magnetic Resonance Spectroscopy
• vi. Functional Near Infrared Spectroscopy (fNIRS)
• Training and Intervention Studies
• Noninvasive Brain Stimulation Techniques
• Cross-Linguistic Imaging
• Brain Studies: A Summary
• Genetic Bases of Typical and Atypical Reading
• Historical Context
• Quantitative-Genetic Studies
• Molecular-Genetic Studies
• Genome Studies: A Summary
• The Promise of Neurobiology for Resolving the Dyslexia Debate
• Chapter 4 Assessment, Instruction, and Intervention
• Introduction
• Which General Approaches to the Teaching of Reading Are Likely to Minimize the Incidence and Severity of Reading Disability?
• The Reading Wars and the Science of Reading
• How Can We Best Identify Young Children at Risk of Reading Disability and Prevent Later Problems?
• Identification of Those at Risk of Reading Disability
• Reading Interventions in the Early Years
• What Can Be Done to Help Those Who Fail to Respond to Initial Interventions?
• What Is Specialist Dyslexia Teaching and Is This Particularly Effective for a Subgroup of Poor Readers Designated as Dyslexic?
• The Use of Computers and Assistive Technology
• Complementary and Alternative Approaches to Treatment
• Perceptual-Motor Training
• Visual Interventions
• Dietary and Chemical Interventions
• Auditory Interventions
• Neurofeedback
• Transcranial Stimulation
• The Allure of Complementary Treatment Approaches – Concluding Remarks
• The Pedagogic Value of a Diagnosis of Dyslexia
• Chapter 5 Dyslexia
• Introduction
• Learner Empowerment and Exculpation
• Gaining Access to Finite Resources
• The Perceived Failure of Teachers, Schools, and School Systems
• Meeting the Needs of Adult Learners in Further and Higher Education
• Neurodiversity, Disability, and the Dyslexic Identity
• Other Arguments Offered for Retention of the Label
• Dyslexia as a Meaningful Construct Has Been Evidenced by Findings from Genetics and Neuroscience
• Dyslexia’s Conceptual Problems Are Not Unique and Will Ultimately Be Resolved
• Fallacies of Relevance
• i. Straw Man and ad hominem Fallacies
• ii. ad verecundiam Arguments
• iii. ad populum Arguments
• iv. Arguments from Ignorance
• The Realities of the Dyslexia Debate: Meeting the Needs of All Struggling Readers
• Chapter 6 Conclusions and Recommendations
• The Way Forward?
• References
• Index