Abstract
In the past 25 years, scientific understanding of dyslexia and other learning disabilities has seen rapid progress in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention. I discuss this progress, emphasizing the central organizing influence of research and theory on basic academic skills on identification and sampling issues. I also emphasize how neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia.