Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non-cognitive causes. One of the implications is that conventional literacy…

Visual stress is the experience of unpleasant visual symptoms when engaged in reading and some other visual tasks. There is currently no objective diagnostic test for this condition, which affects a substantial proportion of the population and which can disrupt development of reading skills. The reliability of subjective reports of symptoms has…

Thomson was the first of very few researchers to have studied oral reading errors as a means of addressing the question: Are dyslexic readers different to other readers? Using the Neale Analysis of Reading Ability and Goodman's taxonomy of oral reading errors, Thomson concluded that dyslexic readers are different, but he found that they do not…

The relationship between dyslexia and visual stress (sometimes known as Meares-Irlen syndrome) is uncertain. While some theorists have hypothesised an aetiological link between the two conditions, mediated by the magnocellular visual system, at the present time the predominant theories of dyslexia and visual stress see them as distinct, unrelated…

Reports on a longitudinal study using the computer-based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. Concludes that short-term memory is an important predictor variable for reading, in addition to the more…