ding assessment of children with learning disabilities, all educators do not accept the term dyslexia. Some use it to describe reading difficulties while others use the term reading disability. Dyslexia actually refers to a specific type of reading disability that is characterized by decoding and spelling problems; comprehension problems are secondary. Dyslexia is further characterized by an uneven development between higher-level processes and word reading. Reading problems occur when phonological processing deficits, fluency limitations, or orthographic-phonological connections are present. Causes of reading difficulties can be neurobiological or psychological. Cognitive and academic variables are used to identify dyslexia but it remains unclear which are most critical to explain reading abilities and disabilities. Data substantiates neurobiological correlates of reading problems but it remains unclear which psychological processes are involved. Visual problems may also be present. Rapid autom
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