ABSTRACT
A main current debate in dyslexia research today considers whether the condition arises from a primary developmental disorder of language processing, either linguistic per se or metalinguistic, or from a fundamentally sensory/perceptual failure. If linguistic/cognitive, does the problem affect more than just language? If sensory/perceptual, what modalities might be involved-auditory, visual, others? Furthermore, to what extent is the problem longitudinal as well as parallel, that is, does it involve multiple levels of processing? Does it involve processing in more than one pathway? The purpose of this review is to ask the question from the point of view of neuroanatomy, in the hope that there will be new light shed on the question of the functional deficit in dyslexia.
