Abstract
Dyslexia is traditionally diagnosed when a child who is developing unremarkably in other respects fails to make normal progress in reading for no apparent reason (Lyon, 1995; Reid, 1995). A question of obvious interest is what causes dyslexia. This question can be addressed at two levels of description: etiology and process.
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Høien, T. (1999). Theories of Deficits in Dyslexia. In: Lundberg, I., Tønnessen, F.E., Austad, I. (eds) Dyslexia: Advances in Theory and Practice. Neuropsychology and Cognition, vol 16. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4667-8_3
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DOI: https://doi.org/10.1007/978-94-011-4667-8_3
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