ABSTRACT
The set of preserved and impaired reading abilities exhibited by any person with an acquired dyslexia is ascribed to a particular pattern of impairments of the modules, or of the pathways connecting them, or both. The approach to acquired dyslexia from cognitive psychology has enjoyed a certain success. As a consequence, the approach has been taken up by those interested in developmental dyslexia. A developmental disorder analogous to phonological dyslexia has been described by Temple and Marshall and Temple; and there are claims for the existence of developmental deep dyslexia and developmental spelling dyslexia, or developmental letter-by-letter reading. The syndromes of developmental dyslexia will accordingly be interpreted as consequent upon the selective failure of a particular adult component to develop appropriately, with relatively intact, normal functioning of the remaining components.
