The goal of this study was to gain a better understanding of the relationship between non-verbal auditory disorders and developmental dyslexia. This question has led to conflicting results in the literature, which we argued might be due to a failure to consider the heterogeneity of dyslexic profiles. This study included three groups of adult…

Developmental dyslexia was investigated within a well-understood and fully specified computational model of reading aloud: the dual route cascaded model (DRC [Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J.C. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108,…

Vocabulary growth was suggested to prompt the implementation of increasingly finer-grained lexical representations of spoken words in children (e.g., [Metsala, J. L., & Walley, A. C. (1998). "Spoken vocabulary growth and the segmental restructuring of lexical representations: precursors to phonemic awareness and early reading…

In this review, we re-assess the evidence that phonological awareness represents a skill specific to spoken language that precedes and directly influences the process of reading acquisition. Longitudinal and experimental training studies are examined in detail, as these are considered most appropriate for exploring a causal hypothesis of this…

Examined reading and phonological processing abilities in English and German dyslexic children, each compared with two control groups matched for reading level and age. Hypothesized that same underlying phonological processing deficit would exist in both language groups but that there would be differences in severity of written language…

Jorm's proposal (EJ 205 636) that developmental dyslexics resemble brain-damaged deep dyslexics is not grounded on firm evidence. Holmes' likening of developmental dyslexia to acquired surface dyslexia at least demonstrates clear similarity between the errors made by the two groups. (Author/CP)

Jorm did not, as Ellis (TM 504 892) implies, propose that developmental and acquired phonemic-deep dyslexia are functionally equivalent. Rather, Jorm identified functional similarities. Most of Ellis' criticisms are irrelevant because they are directed at this equivalency. (Author/CP)