Specific reading disability (dyslexia): what have we learned in the past four decades?

By F. Vellutino, Jack M. Fletcher, M. Snowling, D. Scanlon. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2004

2,628 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d114a0d1f05801379da9c50955b29fc90c19d4fd

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Citations in the corpus

Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “Although reading and spelling difficulties seem to be very persistent, some adults are able to compensate for their difficulties and lead a good professional life without an everyday battle with their reading difficulties and low self-esteem (McNulty, 2003 ; Vellutino, Fletcher, Snowling, & Scanlon”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Research on the antecedents of early reading skills indicates that letter knowledge and phonological awareness have consistently been identified as the best proximal predictors of future reading skills (e.g., Leppänen et al. 2008; Pennington and Lefly 2001; Vellutino et al. 2004).”
A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD (2019, background): “Dyslexia is known to consist of difficulties with the phonological components of language (Hulme & Snowling, 2009; Vellutino et al., 2004).”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “However, the nature of the cognitive processes underlying rapid automatized naming and their relationship with reading acquisition remains largely debated (Vellutino et al., 2004).”
Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment (2008, background): “Several lines of research have indicated that genetic and phonological vulnerabilities interact with other cognitive and environmental factors to produce an elevated risk for reading difficulties among children with developmental language problems (Catts & Kahmi, 2005; Roberts & Burchinal, 2001; Vel”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “Inefficient processing of print-to-sound connections, expressed as inaccuracy or dysfluency (or both), is another universal feature of reading difficulties (Caravolas, 2005; Ho & Lai, 1999; Kim & Davis, 2006; Landerl et al., 1997; Paulesu et al., 2001; Rack et al., 1992; Vellutino et al., 2004; Zieg”
Self-teaching in normal and disabled readers (2004, background): “... relevance or otherwise of IQ. A growing number of theorists have begun to question the once sacrosanct role of IQ in formal definitions of reading disability/dyslexia (see, for example, Aaron, 1997; Fletcher et al., 1994; Share, McGee, McKenzie, Williams, & Silva, 1987; Share, 1996; Shaywitz, Es”
Trajectories of Reading Development: A Follow-up From Birth to School Age of Children With and Without Risk for Dyslexia (2006, methodology): “Many identify naming speed as a subdomain of phonological skills (e.g. Vellutino et al., 2004), while others consider the processes measured by rapid serial naming (assessed using RAN, Rapid Automatized Naming Test, by Denckla & Rudel, 1976) tasks to be independent of phonological processing…”