Bridging sensory and language theories of dyslexia: towards a multifactorial model
Competing theories of dyslexia posit that reading disability arises from impaired sensory, phonological, or statistical learning mechanisms. Importantly, many theories posit that dyslexia reflects a cascade of impairments emanating from a \"core deficit\". Here we collect a battery of psychophysical and language measures in 106 school-aged children to investigate whether dyslexia is best conceptualized under a core-deficit model, or as a disorder with heterogenous origins. Specifically, by capitalizing on the drift diffusion model to separate sensory encoding from task-related influences on performance in a visual motion discrimination experiment, we show that deficits in motion perception, decision making and phonological processing manifest largely independently. Based on statistical models of how variance in reading skill is parceled across measures of sensory encoding, phonological processing and decision-making, our results challenge the notion that a unifying deficit characterizes dyslexia. Instead, these findings indicate a model where reading skill is explained by several distinct, additive predictors, or risk factors, of reading (dis)ability.\n\nResearch HighlightsO_LIOur research provides direct evidence that a single-mechanism, or core-deficit, model of dyslexia cannot account for the range of linguistic and sensory outcomes in children.\nC_LIO_LIIndividual differences in visual motion processing, perceptual decision making, phonological awareness and rapid naming each account for unique variance in reading skill.\nC_LIO_LIOur data support an additive risk-factor model, in which multiple independent dimensions each confer risk for reading difficulties.\nC_LI