The focus of this article is to consider visual portrayals and representations of disability. The images selected for analysis came from online university prospectuses as well as a governmental guidance framework on the tuition of dyslexic students. Greater understanding, human rights and cultural change have been characteristic of much UK…

This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…

The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…

Two under-explored areas of developmental dyslexia research, face naming and age of acquisition (AoA), were investigated. Eighteen dyslexic and 18 non-dyslexic university students named the faces of 50 well-known celebrities, matched for facial distinctiveness and familiarity. Twenty-five of the famous people were learned early in life, while the…

This study considered the extent to which 23 children with dyslexia differed from 23 reading age (RA) and 23 chronological age (CA) matched controls in their ability to make temporal judgements about auditory and visual sequences of stimuli, and in the speed of their reactions to the onsets and offsets of visual and auditory stimuli. The children…