Chapter 2 - Explanations at the Cognitive Level

Summary

This chapter considers the cognitive literature in relation to dyslexia, repeating the message that unitary explanations involving single processes are overly simplistic and multifactorial models are needed. Each of the various processes (deficits) that have been cited in the literature as having a potential causal role in reading disability is examined. Key processes considered in detail are phonological/phonemic awareness, rapid naming, short-term and working memory, executive functioning, auditory processing, visual processing, visual attention, and visual stress (scotopic sensitivity, psycho-motor processing). The educational and clinical implications that result from this body of work are considered.