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Cognitive Neuropsychology Volume 30, 2013 - Issue 1
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Original Articles

Getting to grips with the heterogeneity of developmental dyslexia

Genevieve McArthur Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, AustraliaCorrespondence[email protected]
,
Saskia Kohnen Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
,
Linda Larsen Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
,
Kristy Jones Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
,
Thushara Anandakumar Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
,
Erin Banales Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
&
Anne Castles Department of Cognitive Science, ARC of Centre of Excellence in Cognition and Its Disorders, Macquarie University, Sydney, NSW, Australia
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Pages 1-24 | Received 05 Jun 2012, Accepted 06 Mar 2013, Published online: 24 Apr 2013

Citations (31)

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David P. Hurford & Autumn Wines. (2022) Parents can accurately and reliably administer an online dyslexia evaluation tool. Australian Journal of Learning Difficulties 27:1, pages 1-17.
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Gabrielle Brawn, Saskia Kohnen, May Tassabehji & Melanie Porter. (2018) Functional basic reading skills in Williams syndrome. Developmental Neuropsychology 43:5, pages 454-477.
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Robin L. Peterson, Bruce F. Pennington, Richard K. Olson & Sally J. Wadsworth. (2014) Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia. Scientific Studies of Reading 18:5, pages 347-362.
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Articles from other publishers (28)

Anne-Laure Le Cunff, Vincent Giampietro & Eleanor Dommett. (2024) Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis. Educational Research Review 43, pages 100604.
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Genevieve McArthur, Amy Doust, Erin Banales, Serje Robidoux & Saskia Kohnen. (2023) Are comorbidities of poor reading related to elevated anxiety in children?. Annals of Dyslexia 74:1, pages 47-65.
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Anne‐Laure Le Cunff, Eleanor Dommett & Vincent Giampietro. (2023) Neurophysiological measures and correlates of cognitive load in attention‐deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and dyslexia: A scoping review and research recommendations. European Journal of Neuroscience 59:2, pages 256-282.
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Danielle Colenbrander & Saskia Kohnen. (2023) Word Reading: The Role of the Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups 8:6, pages 1168-1185.
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Aaron Y. Wong, Richard L. Bryck, Ryan S. Baker, Stephen Hutt & Caitlin Mills. (2023) Using a Webcam Based Eye-tracker to Understand Students’ Thought Patterns and Reading Behaviors in Neurodivergent Classrooms. Using a Webcam Based Eye-tracker to Understand Students’ Thought Patterns and Reading Behaviors in Neurodivergent Classrooms.
Madelon van den Boer, Loes Bazen & Elise de Bree. (2022) The Same yet Different: Oral and Silent Reading in Children and Adolescents with Dyslexia. Journal of Psycholinguistic Research 51:4, pages 803-817.
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Deanna A. Francis, Jennifer L. Hudson, Serje Robidoux & Genevieve M. McArthur. (2022) Are different reading problems associated with different anxiety types?. Applied Cognitive Psychology 36:4, pages 793-804.
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Florian Destoky, Julie Bertels, Maxime Niesen, Vincent Wens, Marc Vander Ghinst, Antonin Rovai, Nicola Trotta, Marie Lallier, Xavier De Tiège & Mathieu Bourguignon. (2022) The role of reading experience in atypical cortical tracking of speech and speech-in-noise in dyslexia. NeuroImage 253, pages 119061.
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Catherine Manning, Victoria Hulks, Marc S. Tibber & Steven C. Dakin. (2022) Integration of visual motion and orientation signals in dyslexic children: an equivalent noise approach. Royal Society Open Science 9:5.
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Kurt D. Shulver & Nicholas A. Badcock. (2021) Chasing the Anchor: A Systematic Review and Meta-Analysis of Perceptual Anchoring Deficits in Developmental Dyslexia. Journal of Speech, Language, and Hearing Research 64:8, pages 3289-3302.
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Alexa von Hagen, Saskia Kohnen & Nicole Stadie. (2020) Foreign Language Attainment of Children/Adolescents with Poor Literacy Skills: a Systematic Review and Meta-analysis. Educational Psychology Review 33:2, pages 459-488.
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Shelley S. Arnold, Jonathan M. Payne, Genevieve McArthur, Kathryn N. North & Belinda Barton. (2020) Profiling the Word Reading Abilities of School-Age Children with Neurofibromatosis Type 1. Journal of the International Neuropsychological Society 27:5, pages 484-496.
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George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira & Kan Guo. (2021) Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. Annals of Dyslexia 71:1, pages 5-27.
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Deanna Francis, Jennifer L. Hudson, Saskia Kohnen, Lynn Mobach & Genevieve M. McArthur. (2021) The effect of an integrated reading and anxiety intervention for poor readers with anxiety. PeerJ 9, pages e10987.
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Genevieve M. McArthur, Nicola Filardi, Deanna A. Francis, Mark E. Boyes & Nicholas A. Badcock. (2020) Self-concept in poor readers: a systematic review and meta-analysis. PeerJ 8, pages e8772.
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Antoinette am Zehnhoff-Dinnesen, Wendy Albuquerque, Hanno J. Bolz, Steffi Johanna Brockmeier, Thorsten Langer, Radha Narayan, Ross Parfitt, Simona Poisson-Markova, Ewa Raglan, Sabrina Regele, Rainer Schönweiler, Pavel Seeman, Eva Seemanova, Amélie Elisabeth Tillmanns & Oliver Zolk. 2020. Phoniatrics I. Phoniatrics I 751 836 .
Nicole Stefanac, Megan Spencer-Smith, Méadhbh Brosnan, Signe Vangkilde, Anne Castles & Mark Bellgrove. (2019) Visual processing speed as a marker of immaturity in lexical but not sublexical dyslexia. Cortex 120, pages 567-581.
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Giulio Contemori, Luca Battaglini, Michele Barollo, Ambra Ciavarelli & Clara Casco. (2019) Developmental dyslexia: A deficit in magnocellular-parvocellular co-activation, not simply in pure magnocellular activation. Vision Research 159, pages 61-67.
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Robin A Litt, Hua-Chen Wang, Jessica Sailah, Nicholas A Badcock & Anne Castles. (2018) Paired associate learning deficits in poor readers: The contribution of phonological input and output processes. Quarterly Journal of Experimental Psychology 72:3, pages 616-633.
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Deanna A. Francis, Nathan Caruana, Jennifer L. Hudson & Genevieve M. McArthur. (2019) The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review 67, pages 45-60.
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Danielle Colenbrander, Jessie Ricketts & Helen L. Breadmore. (2018) Early Identification of Dyslexia: Understanding the Issues. Language, Speech, and Hearing Services in Schools 49:4, pages 817-828.
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Saskia Kohnen, Lyndsey Nickels, Leonie Geigis, Max Coltheart, Genevieve McArthur & Anne Castles. (2018) Variations within a subtype: Developmental surface dyslexias in English. Cortex 106, pages 151-163.
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J. Richard Hanley. (2017) Is There Just One Dyslexic Reader? Evidence for the Existence of Distinct Dyslexic Sub-Groups. Current Developmental Disorders Reports 4:4, pages 101-107.
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Genevieve McArthur & Anne Castles. (2017) Helping children with reading difficulties: some things we have learned so far. npj Science of Learning 2:1.
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Genevieve McArthur, Anne Castles, Saskia Kohnen & Erin Banales. (2016) Low self-concept in poor readers: prevalence, heterogeneity, and risk. PeerJ 4, pages e2669.
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Maki S. Koyama, Adriana Di Martino, Francisco X. Castellanos, Erica J. Ho, Enitan Marcelle, Bennett Leventhal & Michael P. Milham. (2016) Imaging the “At-Risk” Brain: Future Directions. Journal of the International Neuropsychological Society 22:2, pages 164-179.
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Yvette Kezilas, Saskia Kohnen, Meredith McKague & Anne Castles. (2014) The locus of impairment in English developmental letter position dyslexia. Frontiers in Human Neuroscience 8.
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ANNE CASTLES & NAAMA FRIEDMANN. (2014) Developmental Dyslexia and the Phonological Deficit Hypothesis. Mind & Language 29:3, pages 270-285.
Crossref

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