One -- 1. The three phases of developmental dyslexia -- 2. Toward a rational taxonomy of the developmental dyslexias -- 3. Classification issues in subtype research: An application of some methods and concepts -- 4. Specific spelling problems -- 5. Neuropsychological perspectives on reading and developmental reading disability -- 6. In search of the core of dyslexia: Analysis of the reading process of dyslectic children -- 7. Developmental surface dyslexia in Italian -- 8. Developmental analogues to acquired phonological dyslexia -- 9. Letter naming as a spelling strategy -- 10. Temporal order perception and lateralization in dyslexic children -- 11. Eye movements in developmental dyslexia -- 12. Visual half-field studies of developmental reading disability -- Two -- 13. Alexia in relation to aphasia and agnosia -- 14. Toward a rational taxonony of acquired dyslexias -- 15. Word-recognition and word-production: data from pathology -- 16. Comments on pathological reading behavior due to lesions of the left hemisphere -- 17. Consistency and types of semantic errors in a deep dyslexic patient -- 18. Phonological dyslexia: A review -- 19. Acquired dyslexias and normal reading -- Three -- 20. Neuropsychological assessment of children and adults with developmental dyslexia -- 21. A diagnostic screening test for subtypes of dyslexia: The Boder test of reading-spelling patterns -- 22. Dyslexia: A diagnostic profile for a “special educational need” -- 23. An experimental study of multi-sensory teaching with normal and retarded readers -- 24. Instructing learning disabled children to make continued and general use of a strategy for memorizing information Margaret Jo Shepherd and Lynn -- 25. Dyslexia Diagnosis and treatment from the perspective of a reading specialist -- Four -- 26. Dyslexia inbilinguals -- 27. Hemispheric specialization and dual coding of alphabet -- 28. The importance of grapheme-to-phoneme conversion rules in beginning readers -- 29. Hyperlexia: Developmental reading without meaning -- 30. Interhemispheric integration of conflicting information by a split-brain man -- 31. The use of adult acquired neuropsychological syndromes as models of childhood developmental disorders -- 32. On the use of word and context based information sources evaluated by oral reading error analysis -- 33. Differences in levels of processing related to age -- 34. Information value of print size on reading performance.

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