Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

3 results

  • 13 - Neurocognitive Markers of Developmental Dyslexia
  • from Part II - Cross-Linguistic Perspectives on Developmental Dyslexia
  • Edited by Ludo Verhoeven, Radboud Universiteit Nijmegen, Charles Perfetti, University of Pittsburgh, Kenneth Pugh, Yale University, Connecticut
  • Book: Developmental Dyslexia across Languages and Writing Systems
  • Published online: 27 September 2019
  • Print publication: 03 October 2019, pp 277-306
  • View extract

    Summary

    In the history of human evolution, reading and writing skills were developed about 5,400 years ago (Dehaene, 2009), which is fairly late in the context of the 350,000–150,000 years of history of human speech (Perreault & Mathew, 2012). In terms of ontogeny, the acquisition of reading also follows that of speech over the course of the child’s early years. Nonetheless, reading has become one of the most important cognitive functions for daily life and reading difficulties can severely limit an individual’s ability to thrive in the modern world (Calfee, 1982; Rawson, 1978). Across languages and cultures, approximately 5–20 percent of the population (depending on definitional criteria) is affected by developmental dyslexia (DD), a specific reading impairment presents in the absence of other cognitive impairments (S. E. Shaywitz & Shaywitz, 2003).