Reading disorders are among the most common referrals to pediatric neuropsychologists. Experienced clinicians well know that there is not just one reading disorder, not one dyslexia. The complexity of reading disorders is manifested by the consequent heterogeneity of the admixture of normal and abnormal cognitive functions typically revealed in neuropsychological assessment, with some children having relatively circumscribed deficits, while others show greater involvement across multiple neural systems. Nonetheless, what we have come to know about dyslexia is that despite such individual differences, sometimes referred to as "subtypes" representing wide variability across cognition, all have difficulty acquiring normal reading ability. Dyslexia, Learning, and the Brain provides a window into the underlying cognitive neuroscience of the many facets of dyslexia.
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