The first reports of phonological, surface and deep dyslexia come from orthographies containing quasi-regular mappings between orthography and phonology including English and French. Slovakian is a language with a relatively transparent orthography and hence a mostly regular script. The aim of this study was to investigate impaired oral reading in Slovakian. A novel diagnostic procedure was dev...

The use of certain font types and sizes improve the reading performance of people with dyslexia. However, the impact of combining such features with the semantics of the text has not yet been studied. In this eye-tracking study with 62 people (31 with dyslexia), we explore whether highlighting the main ideas of the text in boldface has an impact on readability and comprehensibility. We found th...

Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientifi...

The study of developmental dyslexia was briefly reviewed through tracing its historical origin, addressing the issues in definitions, summarizing wellaccepted epidemiological findings, and highlighting some of the recent research on the neurological and cognitive basis of dyslexia. By introducing developmental dyslexia in different languages, including the Chinese language, it was recognized th...

Dyslexia is a major barrier to success in education and later on the job as reading skills are fundamental for personal competence development. Children with dyslexia have special learning needs (e.g., more teacher support), which currently only specialized institutions can provide. However, this takes children out of their peer group and causes social problems. On the other side, there is gene...

Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this 'phonological deficit' in dyslexia has been investigated with tasks using single-syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short-term memory have not yet been investigated....

An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed:...

Children with dyslexia and children progressing normally in reading performed several perceptual tasks to determine (a) the psychophysical measures that best differentiate children with dyslexia from children with average reading abilities; (b) the extent of temporal processing deficits in a single, well-defined group of children with dyslexia; and (c) the co-occurrence of visual and auditory t...