Библиография

1. 1. Kearns D.M., Hancock R., Hoeft F. et al. The neurobiology of dyslexia // Teaching Exceptional Children. 2019. V. 51 № 3. Р. 175.
2. 2. Wagner R.K., Zirps F.A., Edwards A.A. et al. The prevalence of dyslexia: A new approach to its estimation // J. Learn. Disabil. 2020. V. 53. № 5. P. 354.
3. 3. Törö K.T., Miklósi M., Horanyi E. et al. Reading disability spectrum: Early and late recognition, subthreshold, and full comorbidity // J. Learn. Disabil. 2018. V. 51. № 2. P. 158.
4. 4. Barbiero C., Montico M., Lonciari I. et al. The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study // PLoS One. 2019. V. 14. № 1. P. e0210448.
5. 5. Cavalli E., Colé P., Leloup G. et al. Screening for dyslexia in french-speaking university students: an evaluation of the detection accuracy of the Alouette test // J. Learn. Disabil. 2017. V. 51. № 3. P. 268.
6. 6. Дорофеева С.В. Лингвистические аспекты коррекции дислексии и дисграфии: Опыт успешного применения комплексного подхода // Вопросы психолингвистики. 2017. № 3. C. 185.
7. 7. Ахутина Т.В., Корнеев А.А., Матвеева Е.Ю. и др. Методы нейропсихологического обследования детей 6–9 лет / Под ред. Ахутиной Т.В. М.: В. Секачев, 2016. 280 с.
8. 8. Захаров В.В. Когнитивные нарушения в неврологической практике // Трудный пациент. 2005. Т. 3. № 5. С. 4.
9. 9. Лурия А.Р. Высшие корковые функции человека и их нарушения при локальных поражениях мозга. М.: Издательство МГУ, 1962. 432 с.
10. 10. Dehaene S., Cohen L., Morais J., Kolinsky R. Illiterate to literate: Behavioural and cerebral changes induced by reading acquisition // Nat. Rev. Neurosci. 2015. V. 16. № 4. P. 234.
11. 11. Levesque K.C., Kieffer M.J., Deacon S.H. Morpho-logical awareness and reading comprehension: Examining mediating factors // J. Exp. Child Psychol. 2017. V. 160. P. 1.
12. 12. Isoaho P., Kauppila T., Launonen K. Specific language impairment (SLI) and reading development in early school years // Child Lang. Teach. Ther. 2016. V. 32. № 2. P. 147.
13. 13. Lam J.H.Y., Leachman M.A., Pratt A.S. A systematic review of factors that impact reading comprehension in children with developmental language disorders // Res. Dev. Disabil. 2024. V. 149. P. 104731.
14. 14. Share D.L. Common misconceptions about the phonological deficit theory of dyslexia // Brain Sci. 2021. V. 11. № 11. P. 1510.
15. 15. Torgesen J.K., Wagner R.K., Rashotte C.A. Longitudinal studies of phonological processing and reading // J. Learn. Disabil. 1994. V. 27. № 5. P. 276.
16. 16. Anthony J.L., Lonigan C.J., Burgess S.R. et al. Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes // J. Exp. Child Psychol. 2002. V. 82. № 1. P. 65.
17. 17. Marshall C.M., Snowling M.J., Bailey P.J. Rapid auditory processing and phonological ability in normal readers and readers with dyslexia // J. Speech Lang. Hear. Res. 2001. V. 44. № 4. P. 925.
18. 18. Mody M. Phonological basis in reading disability: A review and analysis of the evidence // Reading and Writing. 2003. V. 16. № 1. P. 21.
19. 19. Gearin B., Turtura J., Anderson K. et al. An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia // Ann. Dyslexia. 2024. V. 74. № 3. P. 337.
20. 20. Elliott J.G., Grigorenko E.L. Dyslexia in the twenty-first century: A commentary on the IDA definition of dyslexia // Ann. Dyslexia. 2024. V. 74. № 3. P. 363.
21. 21. Ramus F., Rosen S., Dakin S. et al. Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults // Brain. 2003. V. 126. № 4. P. 841.
22. 22. Dorofeeva S.V., Iskra E., Goranskaya D. et al. Cognitive requirements of the phonological tests affect their ability to discriminate children with and without developmental dyslexia // J. Speech Lang. Hear. Res. 2022. V. 65. № 10. P. 3809.
23. 23. Wolf M., Bowers P.G. The double-deficit hypothesis for the developmental dyslexias // J. Educ. Psychol. 1999. V. 91. № 3. P. 415.
24. 24. Bowers P.G., Wolf M. Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia // Read. Writ. 1993. V. 5. P. 69.
25. 25. Torppa M., Georgiou G., Salmi P. et al. Examining the double-deficit hypothesis in an orthographically consistent language // Sci. Stud. Read. 2011. V. 16. № 4. P. 287.
26. 26. Stein J. The current status of the magnocellular theory of developmental dyslexia // Neuropsychologia. 2019. V. 130. P. 66.
27. 27. Stein J. The visual basis of reading and reading difficulties // Front. Neurosci. 2022. V. 16. P. 1004027.
28. 28. Tallal P. Auditory temporal perception, phonics, and reading disabilities in children // Brain Lang. 1980. V. 9. № 2. P. 182.
29. 29. Habib M. The neurological basis of developmental dyslexia and related disorders: A reappraisal of the temporal hypothesis, twenty years on // Brain Sci. 2021. V. 11. № 6. P. 708.
30. 30. Benasich A.A., Tallal P. Infant discrimination of rapid auditory cues predicts later language impairment // Behav. Brain Res. 2002. V. 136. № 1. P. 31.
31. 31. Gaab N., Gabrieli J.D., Deutsch G.K. et al. Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study // Restor. Neurol. Neurosci. 2007. V. 25. № 3-4. P. 295.
32. 32. Lasnick O.H.M., Hoeft F. Sensory temporal sampling in time: an integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia // Front. Hum. Neurosci. 2024. V. 17. P. 1294941.
33. 33. Hancock R., Pugh K.R., Hoeft F. Neural noise hypothesis of developmental dyslexia // Trends Cogn. Sci. 2017. V. 21. № 6. P. 434.
34. 34. Glica A., Wasilewska K., Jurkowska J. et al. Reevaluating the neural noise hypothesis in dyslexia: Insights from EEG and 7T MRS biomarkers // eLife. 2024. V. 13. P. RP99920.
35. 35. Shulver K.D., Badcock N.A. Chasing the anchor: A systematic review and meta-analysis of perceptual anchoring deficits in developmental dyslexia // J. Speech Lang. Hear. Res. 2021. V. 64. № 8. P. 3289.
36. 36. Ahissar M. Dyslexia and the anchoring-deficit hypothesis // Trends Cogn. Sci. 2007. V. 11. № 11. P. 458.
37. 37. Swan D., Goswami U. Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis // J. Exp. Child Psychol. 1997. V. 66. № 1. P. 18.
38. 38. Ramus F. Outstanding questions about phonological processing in dyslexia // Dyslexia. 2001. V. 7. № 4. P. 197.
39. 39. Kligler N., Gabay Y. A cross-modal investigation of statistical learning in developmental dyslexia // Sci. Stud. Read. 2023. V. 27. № 4. P. 334.
40. 40. Wokuri S., Gonthier C., Marec-Breton N., Majerus S. Heterogeneity of short-term memory deficits in children with dyslexia // Dyslexia. 2023. V. 29. № 4. P. 385.
41. 41. Nicolson R.I., Fawcett A.J. Automaticity: A new framework for dyslexia research? // Cognition. 1990. V. 35. № 2. P. 159.
42. 42. Anderson.J.R. Acquisition of cognitive skill // Psychol. Rev. 1982. V. 89. P. 369.
43. 43. Anderson J.R. Skill acquisition: Compilation of weak method problem solutions // Psychol. Rev. 1987. V. 94. P. 192.
44. 44. Yap R.L., Leij A. van der. Testing the automatization deficit hypothesis of dyslexia via a dual-task paradigm // J. Learn. Disabil. 1994. V. 27. № 10. P. 660.
45. 45. van der Leij A., van Daal V.H.P. Automatization aspects of dyslexia: Speed limitations in word identification, sensitivity to increasing task demands, and orthographic compensation // J. Learn. Disabil. 1999. V. 32. № 5. P. 417.
46. 46. Nicolson R.I., Fawcett A.J. Procedural learning difficulties: Reuniting the developmental disorders? // Trends Neurosci. 2007. V. 30. № 4. P. 135.
47. 47. Nicolson R.I., Fawcett A.J. Dyslexia, dysgraphia, procedural learning and the cerebellum // Cortex. 2011. V. 47. № 1. P. 117.
48. 48. Marinelli C.V., Martelli M., Zoccolotti P. Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders? // Cogn. Neuropsychol. 2024. V. 41. № 3-4. P. 93.
49. 49. Biotteau M., Chaix Y., Albaret J.M. Procedural learning and automatization process in children with developmental coordination disorder and/or developmental dyslexia // Hum. Mov. Sci. 2015. V. 43. P. 78.
50. 50. Howell J. Dyslexia and Rudolf Berlin: Correcting the record. Lansing, MI: Michigan Dyslexia Institute, Inc. 2020.
51. 51. Berlin R. Über Dyslexie [About dyslexia] // Archiv fur Psychiatrie. 1884. V. 15. P. 276.
52. 52. Perry C., Long H. What is going on with visual attention in reading and dyslexia? A critical review of recent studies // Brain Sci. 2022. V. 12. № 1. P. 87.
53. 53. Bosse M.L., Tainturier M.J., Valdois S. Developmental dyslexia: The visual attention span deficit hypothesis // Cognition. 2007. V. 104. № 2. P. 198.
54. 54. Tang J., Ma X., Peng P. et al. Visual attention span deficit in developmental dyslexia: A meta-analysis // Res. Dev. Disabil. 2023. V. 141. P. 104590.
55. 55. Taran N., Farah R., DiFrancesco M. et al. The role of visual attention in dyslexia: Behavioral and neurobiological evidence // Hum. Brain Mapp. 2022. V. 43. № 5. P. 1720.
56. 56. Fernández-Andrés M.I., Tejero P., Vélez-Calvo X. Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia // J. Atten. Disord. 2021. V. 25. № 7. P. 942.
57. 57. Saksida A., Iannuzzi S., Bogliotti C. et al. Phonological skills, visual attention span, and visual stress in developmental dyslexia // Dev. Psychol. 2016. V. 52. № 10. P. 1503.
58. 58. Singleton C., Henderson L.-M. Computerized screening for visual stress in children with dyslexia // Dyslexia. 2007. V. 13. № 2. P. 130.
59. 59. Suttle C.M., Conway M.L. Efficacy of coloured lenses for patients diagnosed with visual stress // Clin. Exp. Optom. 2024. V. 6. P. 1.
60. 60. Stein J. Theories about Developmental Dyslexia // Brain Sci. 2023. V. 13. № 2. P. 208.
61. 61. Singleton C., Trotter S. Visual stress in adults with and without dyslexia // J. Res. Read. 2005. V. 28. № 3. P. 365.
62. 62. Raghuram A., Gowrisankaran S., Swanson E. et al. Frequency of visual deficits in children with developmental dyslexia // JAMA Ophthalmol. 2018. V. 136. № 10. P. 1089.
63. 63. Kristjánsson Á., Sigurdardottir H.M. The role of visual factors in dyslexia // J. Cogn. 2023. V. 29. № 1. P. 31.
64. 64. Sigurdardottir H.M., Ólafsdóttir I.M., Devillez H. Words as visual objects: Neural and behavioral evidence for high-level visual impairments in dyslexia // Brain Sci. 2021. V. 11. № 11. P. 1427.
65. 65. Premeti A., Bucci M. P., Isel F. Evidence from ERP and eye movements as markers of language dysfunction in dyslexia // Brain Sci. 2022. V. 12. № 1. P. 73.
66. 66. Корнеев А.А., Ахутина Т.В., Матвеева Е.Ю. Особенности чтения третьеклассников с разным уровнем развития навыка: анализ движений глаз // Вестник Московского университета. Серия 14. Психология. 2019. № 2. С. 64.
67. 67. Корнеев А.А., Матвеева Е.Ю., Ахутина Т.В. Исследование движений глаз у младших школьников с разным уровнем развития навыка чтения // Физиология человека. 2020. T. 46. № 3. C. 5.
68. 68. Bucci M.P. Visual training could be useful for improving reading capabilities in dyslexia // Appl. Neuropsychol. Child. 2019. V. 10. № 3. P. 199.
69. 69. Flaherty M., Crippa J., Sim I. et al. A critique of behavioural vision therapy techniques for children with reading difficulties including dyslexia // Aust. J. Learn. Difficulties. 2024. V. 29. № 2. P. 1.
70. 70. Smith-Spark J.H., Henry L.A., Messer D.J. et al. Executive functions in adults with developmental dyslexia // Res. Dev. Disabil. 2016. V. 53–54. P. 323.
71. 71. Smith-Spark J.H., Gordon R. Automaticity and executive abilities in developmental dyslexia: A theoretical review // Brain Sci. 2022. V. 12. № 4. P. 446.
72. 72. Brosnan M., Demetre J., Hamill S. et al. Executive functioning in adults and children with developmental dyslexia // Neuropsychologia. 2002. V. 40. № 12. P. 2144.
73. 73. Taran N., Farah R., DiFrancesco M. et al. The role of visual attention in dyslexia: Behavioral and neurobiological evidence // Hum. Brain Mapp. 2022. V. 43. № 5. P. 1720.
74. 74. Alt M., Fox A., Levy R. et al. Phonological working memory and central executive function differ in children with typical development and dyslexia // Dyslexia. 2022. V. 28. № 1. P. 20.
75. 75. Pasqualotto A., Venuti P.A Multifactorial model of dyslexia: Evidence from executive functions and phonological–based treatments // Learn. Disabil. Res. Pract. 2020. V. 35. № 3. P. 150.
76. 76. Jednoróg K., Gawron N., Marchewka A. et al. Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume // Brain Struct. Funct. 2014. V. 219. № 5. P. 1697.
77. 77. Lachmann T., Bergström K. The multiple-level framework of developmental dyslexia: The long trace from a neurodevelopmental deficit to an impaired cultural technique // J. Cult. Cogn. Sci. 2023. V. 7. P. 71.
78. 78. Erbeli F., Rice M., Paracchini S. Insights into dyslexia genetics research from the last two decades // Brain Sci. 2022. V. 12. № 1. P. 27.
79. 79. Traficante D., Luzzatti C., Friedmann N. Multiple types of developmental dyslexias in a shallow orthography: Principles for diagnostic screening in italian // Brain Sci. 2024. V. 14. № 8. P. 743.
80. 80. Pennington B.F. From single to multiple deficit models of developmental disorders // Cognition. 2006. V. 101. № 2. P. 385.
81. 81. Wagner R.K., Moxley J., Schatschneider C., Zirps F.A. A Bayesian probabilistic framework for identification of individuals with Dyslexia // Sci. Stud. Read. 2022. V. 27. № 1. P. 67.