{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T19:18:46Z","timestamp":1777922326781,"version":"3.51.4"},"reference-count":39,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2021,7,24]],"date-time":"2021-07-24T00:00:00Z","timestamp":1627084800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["5P50 HD052117-13"],"award-info":[{"award-number":["5P50 HD052117-13"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100005246","name":"Institute of Education Sciences","doi-asserted-by":"publisher","award":["R305A180094"],"award-info":[{"award-number":["R305A180094"]}],"id":[{"id":"10.13039\/100005246","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Learning Disability Quarterly"],"published-print":{"date-parts":[[2021,8]]},"abstract":"<jats:p>This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive\u2013behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.<\/jats:p>","DOI":"10.1177\/0731948720929010","type":"journal-article","created":{"date-parts":[[2021,7,24]],"date-time":"2021-07-24T05:26:45Z","timestamp":1627104405000},"page":"140-144","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":2,"title":["Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series"],"prefix":"10.1177","volume":"44","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0779-1322","authenticated-orcid":false,"given":"Colby","family":"Hall","sequence":"first","affiliation":[{"name":"University of Virginia, Charlottesville, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sharon","family":"Vaughn","sequence":"additional","affiliation":[{"name":"The University of Texas at Austin, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2021,7,24]]},"reference":[{"key":"bibr1-0731948720929010","unstructured":"Balu R., Zhu P., Doolittle F., Schiller E., Jenkins J., Gersten R. (2015). Evaluation of response to intervention practices for elementary school reading (NCEE 2016-4000). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http:\/\/ies.ed.gov\/ncee\/pubs\/20164000\/pdf\/20164000.pdf"},{"key":"bibr2-0731948720929010","doi-asserted-by":"crossref","unstructured":"Barquero L. A., Davis N., Cutting L. E. (2014). Neuroimaging of reading intervention: A systematic review and activation likelihood estimate meta-analysis. PLOS ONE, 9(1), e83668. https:\/\/doi.org\/10.1371\/journal.pone.0083668","DOI":"10.1371\/journal.pone.0083668"},{"key":"bibr3-0731948720929010","doi-asserted-by":"crossref","unstructured":"Bradley R., Danielson L., Hallahan D. P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Lawrence Erlbaum. https:\/\/doi.org\/10.4324\/9781410606297","DOI":"10.4324\/9781410606297"},{"key":"bibr4-0731948720929010","doi-asserted-by":"crossref","unstructured":"DeFries J. C., Alarc\u00f3n M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2(1), 39\u201347. https:\/\/doi.org\/10.1002\/(SICI)1098-2779(1996)2:1<39:AID-MRDD7>3.0.CO;2-S","DOI":"10.1002\/(SICI)1098-2779(1996)2:1<39::AID-MRDD7>3.0.CO;2-S"},{"key":"bibr5-0731948720929010","doi-asserted-by":"crossref","unstructured":"Elliott J. G., Grigorenko E. L. (2014). The dyslexia debate. Cambridge University Press. https:\/\/doi.org\/10.1017\/CBO9781139017824","DOI":"10.1017\/CBO9781139017824"},{"key":"bibr6-0731948720929010","volume-title":"Learning disabilities: From identification to intervention","author":"Fletcher J. M.","year":"2018","edition":"2"},{"key":"bibr7-0731948720929010","doi-asserted-by":"crossref","unstructured":"Friend A., DeFries J. C., Olson R. K. (2008). Parental education moderates genetic influences on reading disability. Psychological Science, 19(11), 1124\u20131130. https:\/\/doi.org\/10.1111\/j.1467-9280.2008.02213.x","DOI":"10.1111\/j.1467-9280.2008.02213.x"},{"key":"bibr8-0731948720929010","doi-asserted-by":"crossref","unstructured":"Fuchs D., Compton D. L., Fuchs L. S., Bryant J., Davis G. N. (2008). Making \u201csecondary intervention\u201d work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities. Reading and Writing, 21(4), 413\u2013436. https:\/\/doi.org\/10.1007\/s11145-007-9083-9","DOI":"10.1007\/s11145-007-9083-9"},{"key":"bibr9-0731948720929010","doi-asserted-by":"crossref","unstructured":"Gabrieli J. D. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325(5938), 280\u2013283. https:\/\/doi.org\/10.1126\/science.1171999","DOI":"10.1126\/science.1171999"},{"key":"bibr10-0731948720929010","doi-asserted-by":"crossref","unstructured":"Grigorenko E. L., Compton D., Fuchs L., Wagner R., Willcutt E., Fletcher J. M. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37\u201351. https:\/\/doi.org\/10.1037\/amp0000452","DOI":"10.1037\/amp0000452"},{"key":"bibr11-0731948720929010","doi-asserted-by":"crossref","unstructured":"Harm M. W., McCandliss B. D., Seidenberg M. S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies of Reading, 7(2), 155\u2013182. https:\/\/doi.org\/10.1207\/S1532799XSSR0702_3","DOI":"10.1207\/S1532799XSSR0702_3"},{"key":"bibr12-0731948720929010","volume-title":"Developmental disorders of language learning and cognition","author":"Hulme C.","year":"2013"},{"key":"bibr13-0731948720929010","doi-asserted-by":"crossref","unstructured":"Im K., Raschle N. M., Smith S. A., Ellen Grant P., Gaab N. (2016). Atypical sulcal pattern in children with developmental dyslexia and at-risk kindergarteners. Cerebral Cortex, 26(3), 1138\u20131148. https:\/\/doi.org\/10.1093\/cercor\/bhu305","DOI":"10.1093\/cercor\/bhu305"},{"key":"bibr14-0731948720929010","doi-asserted-by":"crossref","unstructured":"Kearns D. M., Hancock R., Hoeft F., Pugh K. R., Frost S. J. (2019). The neurobiology of dyslexia. TEACHING Exceptional Children, 51(3), 175\u2013188. https:\/\/doi.org\/10.1177\/0040059918820051","DOI":"10.1177\/0040059918820051"},{"issue":"3","key":"bibr15-0731948720929010","first-page":"56","volume":"31","author":"Kirby P.","year":"2018","journal-title":"The Psychologist"},{"key":"bibr16-0731948720929010","doi-asserted-by":"crossref","unstructured":"Lyytinen H., Aro M., Eklund K., Erskine J., Guttorm T., Laakso M.L., Lepp\u00e4nen P. H. T., Lyytinen P., Poikkeus A.M., Richardson U., Torppa M. (2004). The development of children at familial risk for dyslexia: Birth to early school age. Annals of Dyslexia, 54(2), 184\u2013220. https:\/\/doi.org\/10.1007\/s11881-004-0010-3","DOI":"10.1007\/s11881-004-0010-3"},{"key":"bibr17-0731948720929010","doi-asserted-by":"crossref","unstructured":"Melby-Lerv\u00e5g M., Redick T. S., Hulme C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of \u201cfar transfer\u201d: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11(4), 512\u2013534. https:\/\/doi.org\/10.1177\/1745691616635612","DOI":"10.1177\/1745691616635612"},{"key":"bibr18-0731948720929010","doi-asserted-by":"crossref","unstructured":"Miciak J., Fletcher J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities. Advanced online publication. https:\/\/doi.org\/10.1177\/0022219420906801","DOI":"10.1177\/0022219420906801"},{"key":"bibr19-0731948720929010","doi-asserted-by":"crossref","unstructured":"Miciak J., Fletcher J. M., Stuebing K. K., Vaughn S., Tolar T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21\u201337. https:\/\/doi.org\/10.1037\/spq0000037","DOI":"10.1037\/spq0000037"},{"key":"bibr20-0731948720929010","doi-asserted-by":"crossref","unstructured":"Molfese D. L. (2000). Predicting dyslexia at 8 years of age using neonatal brain responses. Brain and Language, 72(3), 238\u2013245. https:\/\/doi.org\/10.1006\/brln.2000.2287","DOI":"10.1006\/brln.2000.2287"},{"key":"bibr21-0731948720929010","doi-asserted-by":"crossref","unstructured":"Morgan W. P. (1896). A case of congenital word-blindness. British Medical Journal, 2(1871), 1378\u20131379. https:\/\/doi.org\/10.1136\/bmj.2.1871.1378","DOI":"10.1136\/bmj.2.1871.1378"},{"key":"bibr22-0731948720929010","doi-asserted-by":"crossref","unstructured":"Nag S., Caravolas M., Snowling M. J. (2011). Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages. Reading and Writing, 24(6), 615\u2013622. https:\/\/doi.org\/10.1007\/s11145-010-9259-6","DOI":"10.1007\/s11145-010-9259-6"},{"key":"bibr23-0731948720929010","doi-asserted-by":"crossref","unstructured":"Olson R. K., Keenan J. M., Byrne B., Samuelsson S. (2014). Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18(1), 38\u201354. https:\/\/doi.org\/10.1080\/10888438.2013.800521","DOI":"10.1080\/10888438.2013.800521"},{"key":"bibr24-0731948720929010","volume-title":"Diagnosing learning disorders: A neuropsychological framework","author":"Pennington B. F.","year":"2009","edition":"2"},{"key":"bibr25-0731948720929010","doi-asserted-by":"crossref","unstructured":"Pennington B. F., Gilger J. W., Pauls D., Smith S. A., Smith S. D., DeFries J. C. (1991). Evidence for major gene transmission of developmental dyslexia. JAMA, 266(11), 1527\u20131534. https:\/\/doi.org\/10.1001\/jama.1991.03470110073036","DOI":"10.1001\/jama.266.11.1527"},{"key":"bibr26-0731948720929010","doi-asserted-by":"crossref","unstructured":"Perreault C., Mathew S. (2012). Dating the origin of language using phonemic diversity. PLOS ONE, 7(4), e35289. https:\/\/doi.org\/10.1371\/journal.pone.0035289","DOI":"10.1371\/journal.pone.0035289"},{"key":"bibr27-0731948720929010","doi-asserted-by":"crossref","unstructured":"Peterson R. L., Pennington B. F. (2012). Developmental dyslexia. The Lancet, 379(9830), 1997\u20132007.","DOI":"10.1016\/S0140-6736(12)60198-6"},{"key":"bibr28-0731948720929010","doi-asserted-by":"crossref","unstructured":"Petrill S. A., Deater-Deckard K., Thompson L. A., De Thorne L. S., Schatschneider C. (2006). Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities, 39(1), 48\u201355. https:\/\/doi.org\/10.1177\/00222194060390010501","DOI":"10.1177\/00222194060390010501"},{"issue":"1","key":"bibr29-0731948720929010","first-page":"764","volume":"27","author":"Raschle N. M.","year":"2017","journal-title":"Cerebral Cortex"},{"key":"bibr30-0731948720929010","doi-asserted-by":"crossref","unstructured":"Richardson U., Kulju P., Nieminen L., Torvelainen P. (2009). Early signs of dyslexia from the speech and language processing of children. International Journal of Speech-Language Pathology, 11(5), 366\u2013380. https:\/\/doi.org\/10.1093\/cercor\/bhv267","DOI":"10.1080\/17549500903147545"},{"key":"bibr31-0731948720929010","doi-asserted-by":"crossref","unstructured":"Schatschneider C., Wagner R. K., Hart S. A., Tighe E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20(1), 34\u201348. https:\/\/doi.org\/10.1080\/10888438.2015.1107072","DOI":"10.1080\/10888438.2015.1107072"},{"key":"bibr32-0731948720929010","unstructured":"Schwartz S. (2019, December 11). Prominent literacy expert denies dyslexia exists; says to \u201cshoot\u201d whoever wrote law on it. Edweek. http:\/\/blogs.edweek.org\/teachers\/teaching_now\/2019\/12\/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html"},{"key":"bibr33-0731948720929010","volume-title":"Language at the speed of sight: How we read, why so many cannot, and what can be done about it","author":"Seidenberg M.","year":"2017"},{"key":"bibr34-0731948720929010","doi-asserted-by":"crossref","unstructured":"Snowling M. J., Melby-Lerv\u00e5g M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498\u2013545. https:\/\/doi.org\/10.1037\/bul0000037","DOI":"10.1037\/bul0000037"},{"key":"bibr35-0731948720929010","doi-asserted-by":"crossref","unstructured":"Stuebing K. K., Barth A. E., Trahan L., Reddy R., Miciak J., Fletcher J. M. (2015). Are child characteristics strong predictors of response to intervention? A meta-analysis. Review of Educational Research, 85(3), 395\u2013429. https:\/\/doi.org\/10.3102\/0034654314555996","DOI":"10.3102\/0034654314555996"},{"key":"bibr36-0731948720929010","doi-asserted-by":"crossref","unstructured":"Stuebing K. K., Fletcher J. M., LeDoux J. M., Lyon G. R., Shaywitz S. E., Shaywitz B. A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39(2), 469\u2013518. https:\/\/doi.org\/10.3102\/00028312039002469","DOI":"10.3102\/00028312039002469"},{"key":"bibr37-0731948720929010","doi-asserted-by":"crossref","unstructured":"Taylor W. P., Miciak J., Fletcher J. M., Francis D. J. (2017). Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations. Psychological Assessment, 29(4), 446\u2013457. https:\/\/doi.org\/10.1037\/pas0000356","DOI":"10.1037\/pas0000356"},{"key":"bibr38-0731948720929010","doi-asserted-by":"crossref","unstructured":"Verhoeven L., Perfetti C., Pugh K. (Eds.). (2019). Developmental dyslexia across languages and writing systems. Cambridge University Press. https:\/\/doi.org\/10.1017\/9781108553377","DOI":"10.1017\/9781108553377"},{"key":"bibr39-0731948720929010","unstructured":"Wagner R. K. (2018). Why is it so difficult to diagnose dyslexia and how can we do it better? International Dyslexia Association. https:\/\/dyslexiaida.org\/why-is-it-so-difficult-to-diagnose-dyslexia-and-how-can-we-do-it-better\/"}],"container-title":["Learning Disability Quarterly"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0731948720929010","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/0731948720929010","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0731948720929010","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T20:17:36Z","timestamp":1777666656000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/0731948720929010"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,7,24]]},"references-count":39,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2021,8]]}},"alternative-id":["10.1177\/0731948720929010"],"URL":"https:\/\/doi.org\/10.1177\/0731948720929010","relation":{},"ISSN":["0731-9487","2168-376X"],"issn-type":[{"value":"0731-9487","type":"print"},{"value":"2168-376X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,7,24]]}}}