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Previous Volume 338:307-312 January 29, 1998 Number 5 Next

	Since this article has no abstract, we have provided an extract of the first 100 words of the full text and any section headings.

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Developmental dyslexia is characterized by an unexpected difficulty in reading in children and adults who otherwise possess the intelligence, motivation, and schooling considered necessary for accurate and fluent reading. Dyslexia (or specific reading disability) is the most common and most carefully studied of the learning disabilities, affecting 80 percent of all those identified as learning-disabled.¹ Although the diagnosis and implications of dyslexia were once quite uncertain, recent advances in our knowledge of its epidemiology, neurobiology, and genetics, as well as of the cognitive influences on this disorder, now allow physicians to approach dyslexia within the framework of a traditional medical . . . [Full Text of this Article]

Epidemiology of Dyslexia

Neurobiologic Influences

Heritability

Neurobiologic Studies

Cognitive Influences

The Phonologic-Deficit Hypothesis

Implications of the Phonologic Model of Dyslexia

Approach to the Diagnostic Evaluation

Evaluation of School-Age Children

Assessment of Reading Ability

Assessment of Intelligence

Special Considerations in Younger and Older Age Groups

Assessment at School Entry

Assessment of Bright Young Adults

Diagnosis

Management

Source Information

From the Department of Pediatrics, Yale University School of Medicine, 333 Cedar St., New Haven, CT 06510, where reprint requests should be addressed to Dr. Shaywitz.

References

Related Letters:

Dyslexia
Marshall J. C., Manilla G. T., Melhus H., Diller L. H., Shaywitz S. E.
Extract | Full Text  
N Engl J Med 1998; 338:1852-1853, Jun 18, 1998. Correspondence

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