Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia

Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia

The double-deficit hypothesis of dyslexia posits that both rapid naming and phonological impairments can cause reading difficulties, and that individuals who have both of these deficits show greater reading impairments compared to those with a single deficit. Despite extensive behavioral research, t...

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Bibliographic Details
Main Authors: Black, Jessica M. (Author), Stanley, Leanne M. (Author), Tanaka, Hiroko (Author), Sawyer, Carolyn (Author), Hoeft, Fumiko (Author), Norton, Elizabeth (Contributor), Gabrieli, John D. E. (Contributor)
Other Authors: Institute for Medical Engineering and Science (Contributor), Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences (Contributor), McGovern Institute for Brain Research at MIT (Contributor)
Format: Article
Language:English
Published: Elsevier, 2016-05-09T13:23:41Z.
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