{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,12]],"date-time":"2025-10-12T02:45:08Z","timestamp":1760237108630,"version":"build-2065373602"},"reference-count":25,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2020,3,6]],"date-time":"2020-03-06T00:00:00Z","timestamp":1583452800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brain Sciences"],"abstract":"<jats:p>This editorial follows an influential review paper published in Brain Sciences in 2018 (What is Developmental Dyslexia? by John Stein). In this editorial, I present a critical look at the arguments in Stein\u2019s review, with a particular view towards \u201clooking ahead\u201d. In looking ahead, I will focus on why dyslexia has been largely neglected by psycholinguistics and, in particular, shortfalls in knowledge about sentence processing. I will highlight some things that I think psycholinguistic methodologies can contribute to the understanding of developmental dyslexia. The editorial will then turn to address the larger research context of dyslexia. In short, investigations of dyslexia tend to be conducted across a wide range of disciplines, and by individuals with varied backgrounds, divergent views, and different goals. One argument I advance is that dyslexia has reached a point where \u201cinterdisciplinary\u201d collaboration is essential, and in the event that that is not successful, the field would at least benefit from \u201cadversarial collaborations\u201d. Finally, I briefly address the issue of interventions (raised by Stein) for older children and adolescents by returning to the contributions that psycholinguistics can provide to dyslexia. The crux of my argument here is that there exists a missing link in interventions, and that missing link is sentence-level language comprehension.<\/jats:p>","DOI":"10.3390\/brainsci10030151","type":"journal-article","created":{"date-parts":[[2020,3,9]],"date-time":"2020-03-09T05:37:34Z","timestamp":1583732254000},"page":"151","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Developmental Dyslexia: Where Do We Go from Here?"],"prefix":"10.3390","volume":"10","author":[{"given":"Paul E.","family":"Engelhardt","sequence":"first","affiliation":[{"name":"School of Psychology, University of East Anglia, Norwich NR4 7TJ, UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2020,3,6]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Blythe, H.I., Kirkby, J.A., and Liversedge, S.P. (2018). Comments on: \u201cWhat is Developmental Dyslexia?\u201d Brain Sci. 2018, 8, 26. The relationship between eye movements and reading Diffficulties. Brain Sci., 8.","DOI":"10.3390\/brainsci8060100"},{"key":"ref_2","unstructured":"Breznitz, Z. (2003). The Synchronization Phenomenon. Fluency in Reading: Synchronization of Processes, Routledge. [1st ed.]."},{"key":"ref_3","doi-asserted-by":"crossref","unstructured":"Breznitz, Z. (2006). Fluency in Reading: Synchronization of Processes, Erlbaum.","DOI":"10.4324\/9781410617019"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"2521","DOI":"10.1016\/j.visres.2007.06.001","article-title":"The eye movements of dyslexic children during reading and visual search: Impact of the visual attention span","volume":"47","author":"Prado","year":"2007","journal-title":"Vis. 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Rev."},{"key":"ref_12","doi-asserted-by":"crossref","first-page":"178","DOI":"10.1002\/1099-0909(200007\/09)6:3<178::AID-DYS171>3.0.CO;2-9","article-title":"The Reading Comprehension Abilities of Dyslexic Students in Higher Education","volume":"6","author":"Simmons","year":"2000","journal-title":"Dyslexia"},{"key":"ref_13","doi-asserted-by":"crossref","first-page":"385","DOI":"10.1016\/j.cognition.2006.04.008","article-title":"From single to multiple deficit models of developmental disorders","volume":"101","author":"Pennington","year":"2006","journal-title":"Cognition"},{"key":"ref_14","doi-asserted-by":"crossref","first-page":"1231","DOI":"10.1016\/j.biopsych.2004.09.008","article-title":"Causal moedle of attention-deficit\/hyperactivity disorder: From common simple deficits to multiple developmental pathways","volume":"57","year":"2005","journal-title":"Biol. 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