Abstract
Research suggests that a phonological deficit primarily underlies developmental dyslexia. However, the existing evidence is mainly based on studies in children learning to read English. In recent years, the research base has broadened, as research around the world has provided new insights into the neural and cognitive foundations of developmental dyslexia in different languages. The present issue aims to bring together observations on reading disabilities across languages and writing systems within cross-linguistic and cross-writing system perspectives while taking into account a broad multidisciplinary scope. An attempt is made to advance theoretical models of developmental dyslexia through systematic analyses of reading disabilities in Arabic, Chinese, Dutch, English, German, Greek, and Spanish in perspective of universal and particular underlying cognitive principles. It is also discussed how within- and cross-language observations may affect the conceptualization of developmental dyslexia.
