ABSTRACT
This chapter reviews the evidence for an association between reading disability and deficient phonological processes in perception, immediate-memory, short-term and long-term memory. It is argued that an integration of these findings requires going beyond the phonological module. A domain-general temporal processing dysfunction in dyslexics is proposed to account for certain inconsistencies in the phonological processing literature. A final section considers the impact of phonological deficits on the development of decoding skills.
