The majority of research has demonstrated a commitment to characterize the dyslexia from the genetic, neurobiological, and cognitive levels (Kelly & Phillips, 2009; Reid, 2009). However, the causation of the failure in learning to read for individuals with dyslexia remains contested (Kelly and Phillips, 2009; Reid, 2009). The disagreements appear to lie in twofold: how many causes underpin dyslexia and whether or not the deficit is language specific (Jones, 2008).
The most widely accepted casual theory of dyslexia in the last forty years has been the phonological deficit hypothesis, in which the cognitive deficit of dyslexia is specific to the representation and processing of speech sounds (Ramus, 2003; Ramus, 2004; Vellutino et al., 2004). …show more content…
These works usually tie to several critical theories or hypotheses, including the rapid processing theory, the visual theories, the magnocellular hypothesis, and the cerebellar deficit hypothesis (Vellutino et al., 2004). Gabb and associates present the first fMRI study to examine the neural correlates of rapid auditory processing in children with developmental dyslexia, the results of which demonstrate a disrupted brain response of dyslexic children to rapid auditory stimuli (Gabb et al., 2007). Vellutino and his colleagues present a comprehensive review of theories of dyslexia in which many empirical studies related to visual theories have been described and analyzed (Vellutino et al., 2004). Stein and Walsh propose a magnocellular hypothesis that accounts for evidence of irregularity of dyslexia across different modalities (Stein & Walsh, 1997). Ramus and his colleagues present a study to investigate the automaticity/cerebellar theory of dyslexia, and have found the existence of motor problems in dyslexic children (Ramus et al., 2003). This discussion leads to a broader explanation that various low-level impairments could be the causes of dyslexia, and the phonological impairment is symptomatic of these low-level
The most widely accepted casual theory of dyslexia in the last forty years has been the phonological deficit hypothesis, in which the cognitive deficit of dyslexia is specific to the representation and processing of speech sounds (Ramus, 2003; Ramus, 2004; Vellutino et al., 2004). …show more content…
These works usually tie to several critical theories or hypotheses, including the rapid processing theory, the visual theories, the magnocellular hypothesis, and the cerebellar deficit hypothesis (Vellutino et al., 2004). Gabb and associates present the first fMRI study to examine the neural correlates of rapid auditory processing in children with developmental dyslexia, the results of which demonstrate a disrupted brain response of dyslexic children to rapid auditory stimuli (Gabb et al., 2007). Vellutino and his colleagues present a comprehensive review of theories of dyslexia in which many empirical studies related to visual theories have been described and analyzed (Vellutino et al., 2004). Stein and Walsh propose a magnocellular hypothesis that accounts for evidence of irregularity of dyslexia across different modalities (Stein & Walsh, 1997). Ramus and his colleagues present a study to investigate the automaticity/cerebellar theory of dyslexia, and have found the existence of motor problems in dyslexic children (Ramus et al., 2003). This discussion leads to a broader explanation that various low-level impairments could be the causes of dyslexia, and the phonological impairment is symptomatic of these low-level