nsional, interactive functional systems are more able than earlier localizationist (only certain specific brain structures and processes are involved) viewpoints to contribute to understanding of individual differences such as dyslexia.
Acquired versus Developmental Dyslexia: Contrast and Comparison
Developmental dyslexics are those who appear to be born with the condition whereas acquired dyslexics are those who exhibited no symptoms of dyslexia until they underwent some form of medical problem such as head trauma, medical intervention (drugs, chemotherapy, etc.) or illnesses (e.g. cancer, encephalitis, Reye's syndrome, stroke, and so forth). There is a good deal of research that has attempted to discover similarities and dissimilarities between acquired and developmental dyslexics. For example, Bryant and Impey (1986) described two attempts to connect acquired with developmental dyslexia, each involving a 17 year old girl who read roughly at the ten year old level.
One of these two subjects read in a rather similar way t
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