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Importantly, many theories posit that dyslexia reflects a cascade of impairments emanating from a single \u201ccore deficit\u201d. Here we report two studies evaluating core deficit and multifactorial models. In Study 1, we use publicly available data from the Healthy Brain Network to test the accuracy of phonological processing measures for predicting dyslexia diagnosis and find that over 30% of cases are misclassified (sensitivity\u00a0=\u00a066.7%; specificity\u00a0=\u00a068.2%). In Study 2, we collect a battery of psychophysical measures of visual motion processing and standardized measures of phonological processing in 106 school\u2010aged children to investigate whether dyslexia is best conceptualized under a core\u2010deficit model, or as a disorder with heterogenous origins. Specifically, by capitalizing on the drift diffusion model to analyze performance on a visual motion discrimination experiment, we show that deficits in visual motion processing, perceptual decision\u2010making, and phonological processing manifest largely independently. Based on statistical models of how variance in reading skill is parceled across measures of visual processing, phonological processing, and decision\u2010making, our results challenge\u00a0the\u00a0notion that a unifying deficit characterizes dyslexia. Instead, these findings indicate\u00a0a\u00a0model where reading skill is explained by several distinct, additive predictors, or risk factors, of reading (dis)ability.<\/jats:p>","DOI":"10.1111\/desc.13039","type":"journal-article","created":{"date-parts":[[2020,10,6]],"date-time":"2020-10-06T00:01:58Z","timestamp":1601942518000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":71,"title":["Bridging sensory and language theories of dyslexia: Toward a multifactorial model"],"prefix":"10.1111","volume":"24","author":[{"given":"Gabrielle","family":"O\u2019Brien","sequence":"first","affiliation":[{"name":"Institute for Learning &amp; Brain Sciences University of Washington Seattle WA USA"},{"name":"Department of Speech and Hearing Sciences University of Washington Seattle WA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jason D.","family":"Yeatman","sequence":"additional","affiliation":[{"name":"Graduate School of Education Stanford University Stanford CA USA"},{"name":"Division of Developmental\u2010Behavioral Pediatrics Stanford University School of Medicine Stanford CA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,10,19]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tics.2007.08.015"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596.x00DiagnosticClassification"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1093\/brain\/awf231"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1159\/000081282"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1093\/cercor\/bhj107"},{"key":"e_1_2_10_7_1","volume-title":"The lme4 package","author":"Bates D.","year":"2007"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2006.05.009"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12530"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11145-016-9692-2"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.3389\/fnins.2017.00360"},{"key":"e_1_2_10_12_1","first-page":"7","article-title":"Best practices in exploratory factor analysis: Four recommendtions for getting the most from your analysis","volume":"10","author":"Costello A. 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