by the temporal processing theory. The temporal processing deficit theory: a working hypothesis and perspectives for remediation As mentioned above, although sometimes criticized ( Studdert-Kennedy and Mody, 1995 ; Mody et al ., 1997 ; Nittrouer, 1999 ), the temporal processing theory remains one of the most attractive -- although largely speculative -- explanations available to date that accommodates the clinical and neuropsychological complexity and diversity of dyslexia, as well as the neurological and physiological data. Moreover, it represents a plausible basis for trying to reconcile data obtained from the neuropsychological approach, pointing to a phonological deficit, and those demonstrating a visual impairment. Although the population covered by the term `dyslexic' may seem rather heterogeneous (some having mainly phonological problems, some not, some suffering from motor clumsiness, others being excellent at all kinds of motor tasks, some clearly performing poorly on spatial tasks, others managing beyond the average performance of non-dyslexic subjects), it remains tempting and clinically intuitive to try and explain all these cases, including some falling outside the strict definition of dyslexia, through a unique general framework. The temporal theory potentially offers such a useful framework. I will propose here that, beyond the sole sensory-motor dimension of such evidence, the temporal processing theory would be extended to other more cognitive characteristics of the dyslexic's brain functioning. Difficulties for processing time in its different dimensions is an amazingly universal characteristic of the dyslexic individual. Thus, it is plausible that a general difficulty for the brain (most probably in the