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Dyslexia: The evolution of a scientific concept


In the past 25 years, scientific understanding of dyslexia and other learning disabilities has seen rapid progress in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention. I discuss this progress, emphasizing the central organizing influence of research and theory on basic academic skills on identification and sampling issues. I also emphasize how neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia. (JINS, 2009, 15, 501–508.)

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*Correspondence and reprint requests to: Jack M. Fletcher, Department of Psychology, University of Houston, TMC Annex, 2151 West Holcombe Boulevard, 222 TMC Annex, Houston, Texas 77204-5053. E-mail:
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