Kaisa Lohvansuu

TL;DR: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role, demonstrating how orthographic complexity exacerbates some symptoms of Dyslexia.

TL;DR: This article analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a rural area of the United States and found that the cognitive underpinnings of reading and spelling are universal or language/orthography-specific.

TL;DR: Results suggest that a proportion of dyslexic readers with familial risk background are affected by atypical auditory processing, already present at birth and also relates to pre-reading phonological processing and speech perception.

TL;DR: The authors performed both case-control and quantitative association analyses of single markers and haplotypes previously reported to be dyslexia-associated and found no marker or haplotype that was significantly associated with either case control status or quantitative measurements of word-reading or spelling in the NeuroDys cohort.

TL;DR: The authors identify the factor structure of online reading to learn and use this information for the development of theory, assessment, and instruction, and identify the factors that influence the learning process of online readers.