Abstract
AbstractThe purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue, discuss current evidence and highlight persistent misunderstandings associated with dyslexia.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
