Introduction

Abstract

Ever since Marshall & Newcombe (1966, 1973) published their benchmark papers on the subtypes of the acquired reading disorders, with the identification of two distinct subtypes the “deep” and “surface” dyslexias, the field has proliferated. It was hoped that the study of the relatively isolated acquired reading disorders, subsequent to brain damage, in subjects who were reasonably amenable to experimental studies, in an otherwise difficult to test population would provide the key to an understanding of the relationship between the human brain and reading. It was also expected that an understanding of the neural representation of an acquired skill such as reading would perhaps eventually lead us to a better appreciation of the brain-language relationship.