Development dyslexia—recent and contemporary issues

Abstract

Developmental dyslexia has traditionally been considered as belonging in the domain of education psychology. It was suggested that children who exhibit difficulties learning to read and never become fluent readers even though they are otherwise intelligent have specific learning disorders called developmental dyslexia. With the advent of better theories on language and reading, and better methods for assessing the structure and function of living human brains and for determining genetic transmission, dyslexia is now poised to become a focal concern of cognitive neuroscience. The connotations go far beyond the scientific theories and apply primarily to the clinical work of the occupational developmental therapist.