It is widely accepted that dyslexia is a hereditary neurological disorder that is not specific to reading, but whose consequences are, among others, difficulties in learning to read. However, the actual nature of the deficit is still not clear, both from a cognitive and from a neurological point of view. These hypotheses have been evaluated separately by different groups and are all supported by some empirical evidence. We will present the results of a large-scale ongoing project aiming to evaluate concurrently the different hypotheses within the same subjects.
Participants are high-achieving dyslexic adults and a matched control group.
This design should help us address the issues of subtypes of dyslexia, associations and dissociations between deficits, causal links and co-morbidity, and hopefully evaluate the competing hypotheses.