What causes dyslexia, and how does it manifest across languages? As bilingualism becomes increasingly important globally, these questions have never been more critical--and this comprehensive volume from The Dyslexia Foundation explores them in unprecedented depth. Bringing together the best brain-based, genetics, and behavioral research in the field from more than 40 of today's most highly respected researchers, this landmark volume fully examines what we know about the identification, manifestations, and potential differences in dyslexia across languages and orthographies. International contributors share their groundbreaking studies, helping researchers and graduate-level students investigate key questions about dyslexia: (1) How does dyslexia vary in frequency and manifestation among speakers of various alphabetic and nonalphabetic languages?; (2) How might the characteristics of different languages affect reading acquisition and reading difficulties?; (3) How do genetic profiles interact with environment to influence how reading difficulties manifest?; (4) Are there unique neurobiological and/or behavioral characteristics that are universal to dyslexia?; (5) How can computational and statistical modeling contribute to a better understanding of reading difficulties in children and adults?; and (6) In what ways might bilingualism influence reading and reading difficulties? The editors also lay out a clear agenda for future research on reading, writing, and dyslexia across the world's languages and orthographies. These specific next steps will pave the way for more and better research and encourage stronger interdisciplinary collaborations among fields, such as cognitive science, neuroscience, genetics, and education. Reflecting 20 years of progress in our understanding of dyslexia, this foundational volume will lay the groundwork for tomorrow's practical resources--and help ensure that all children around the world have access to the best, most effective reading instruction. This book is divided into five parts. Part I, Looking Across Orthographies, contains the following: (1) Reading Processes and Reading Problems: Progress Toward a Universal Reading Science (Charles Perfetti); (2) Fundamentals of Chinese Reading Development and How They Might Impact Concepts of Dyslexia in Chinese (Catherine McBride-Chang & Phil D. Liu); (3) The Statistical Learning Perspective on Chinese Reading (Chia Ying Lee); (4) Prevention of Reading Difficulties in Highly Transparent Finnish (Ulla Richardson, Mikko Aro, & Heikki Lyytinen); (5) Reading Akshara: indianAlphasyllabary (Prakash Padakannaya & Nallur B. Ramachandra); and (6) Integrative Summary--Looking Across Orthographies (Ram Frost). Part II, Brain Studies: What They Show Across Orthographies, contains the following: (1) Reading as Neuronal Recycling: A Universal Brain Organization Underlying Reading Acquisition (Stanislas DeHaene); (2) Functional MRI Studies on Japanese Orthographies: Studies in Reading Development and Reading Difficulties (Ayumi Seki); (3) Brain Activation Measures in Predicting Reading Skills and Evaluating Intervention Effects in Children at Risk for Dyslexia (Tomi K. Guttorm, Leena Alho-Naveri, Ulla Richardson, & Heikki Lyytinen); and (4) Integrative Summary--Brain Studies: What They Show Across Orthographies (Kenneth R. Pugh). Part III, Additional Approaches to the Study of Dyslexia Across Languages: Modeling, contains the following: (1) Reading in Different Writing Systems: One Architecture, Multiple Solutions (Mark Seidenberg); (2) Understanding Developmental Dyslexia through Computational Modeling: An Individual Deficit-Based Simulation Approach (Johannes C. Ziegler); (3) Phonological Instability in Young Adult Poor Readers: Time-Course Measures and Computational Modeling (James S. Magnuson, Anuenue Kukona, David Braze, Clinton L. Johns, Julie A. Van Dyke, Whitney Tabor, W. Einar Mencl, Kenneth R. Pugh, & Donald Shankweiler); (4) Using Response to Intervention for Identification and Classification (Richard K. Wagner, Jessica Brown Waesche, Christopher Schatschneider, Jon Maner, & Yusra Ahmed); and (5) Integrative Summary--Reflections on Additional Approaches to the Study of Dyslexia (Brett Miller, Peggy McCardle, & Jun Ren Lee). Part IV, Genetics and Neurobiology, contains the following: (1) Neurogenetic Contribution to Developmental Reading Disorders (Albert M. Galaburda, Roslyn Holly Fitch, Joseph J. LoTurco, & Glenn D. Rosen); (2) Human Genetic Contributions to the Neurobiology of Dyslexia (Shelley D. Smith); and (3) Integrative Summary--Genetics and Reading Across Orthographies (Robert Plomin & Yulia Kovas). Part V, Bilingualism, Cognition, Reading, and Intervention, contains the following: (1) Cognitive Processes in Bilingual Reading (Debra Jared & Judith F. Kroll); (2) Language Representation and Cognitive Control in Bilinguals: Implications for Dyslexia (Gigi Luk & Ellen Bialystok); (3) Early Identification and Intervention to Reduce the Incidence of Reading Difficulties for English Language Learners and English First Language Students (Linda S. Siegel); (4) Developing Oral Proficiency in Second Language Learners in the Context of Literacy Instruction (Diane August); (5) Integrative Summary--Bilingualism and Second Language Learning: Implications for Reading and Dyslexia Research (Peggy McCardle & Brett Miller); and (6) Future Directions in Research on Dyslexia Across Languages and Orthographies (Peggy McCardle, Jun Ren Lee, Ovid J. L. Tzeng, & Brett Miller). An index is included.