Abstract
Learning to read is an essential life skill, yet many children struggle and may even fail to learn to read. Developmental dyslexia (DD) is a specific learning disorder characterized by deficits in reading and reading-related tasks. Even though early intervention is crucial for successful remediation, many children do not receive a diagnosis until second grade or later. Research has shown high heritability of DD. Additionally, a link has been established between early language abilities and the development of reading skills. Moreover, individuals with DD display differences in neural structures implicated in reading even prior to learning to read compared to their typically developing peers. The aim of this review is to identify genetic, language, and brain predictors of reading.
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