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In order to establish the possible causal role of different visualand auditory sensory processes to reading development, and to identify their sequential contributions during the developmental learning trajectory, a range of developmental research designs arerequired.At minimum, evidence is required that:1. the sensory/neural deficit precedes being taught to read2. the sensory/neural deficit affects aspects of cognitive developmentother than reading (e.g., musical development forauditory deficits, conceptual development for visual deficits)in predictable ways3. the sensory/neural deficit can be demonstrated when childrenwith dyslexia are compared to younger children whose readingskills are matched with the dyslexics (this research designaims to equate the effect of reading experience on the brain;the reading level match research design)4. developmental trajectories are followed in longitudinal studies,exploring the complex interplay of auditory and visual sensory/neuraland cognitive processes during the development ofreading, thereby establishing the developmental primacy of thecandidate deficit5. the sensory/neural deficit is consistent across different languagesand orthographies6. training the candidate deficit has demonstrable effects uponsubsequent reading developmen

Oscillatory â€œtemporal samplingâ€ and developmental dyslexia: toward an over-arching theoretical framework

Oscillatory â€œtemporal samplingâ€ and developmental dyslexia: toward an over-arching theoretical framework