Ahissar M. (2007), Dyslexia and the anchoring-deficit hypothesis. TRENDS in Cognitive Sciences, 11, 458‒465.

Ahissar M., Lubin Y., Putter-Katz H., Banai K. (2006), Dyslexia and the failure to form a perceptual anchor. Nature Neuroscience, 9 (12), 1558‒1564.

American Psychiatric Association (2013), Diagnostic and Statistical Manual of Mental Disorders, 5th Edition:DSM-5, www.DSM5.org.

Banai K., Ahissar M. (2010), On the importance of anchoring and the consequences of its impairment in dyslexia. Dyslexia, 16, 240‒257.

Banai K., Yifat R. (2011), Perceptual anchoring in preschool children: not adultlike, but there. PlosONE, 6, 1‒8.

Banai K., Yifat R. (2012), Anchoring in 4- to 6-year-old children relates to predictors of reading. Journal of Experimental Child Psychology, 112, 403–416.

Bednarek D. (2002), Specyficzne trudności w czytaniu w świetle najnowszych badań. Kosmos, 51, 57‒67.

Benassi M., Simonelli L., Giovagnoli S., Bolzani R. (2010), Coherence motion perception in developmental dyslexia: A meta-analysis of behavioral studies. Dyslexia, 16 (4): 341‒57.

Boden C., Giaschi D. (2007), M-stream deficits and reading-related visual processes in developmental dyslexia. Psychological Bulletin, 133 (2), 346‒366.

Boets B., Wouters J., van Wieringen A., Ghesquière P. (2006), Coherent motion in preschool children at family risk for dyslexia. Vision Research, 46, 527–535.

Boets B., Wouters J., van Wieringen A., De Smedt B., Ghesquière P. (2008), Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement. Brain and Language, 106, 29–40.

Boets B., Vandermosten M., Cornelissen P., Wouters J., Ghesquière P. (2011), Coherent motion sensitivity and reading development in the transition from prereading to reading stage child development. Child Development, 82, 854–869.

Bogdanowicz M. (2011), Ryzyko dysleksji, dysortografii i dysgrafii. Gdańsk: Wydawnictwo Harmonia.

Bogdanowicz M., Lipowska M. (red.) (2008), Rodzinne, edukacyjne i psychologiczne wyznaczniki rozwoju. Kraków: Oficyna Wydawnicza Impuls.

Bosse M.-L., Tainturier M.J., Valdois S. (2007), Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198–230.

Bosse M.-L., Valdois S. (2009), Influence of the visual attention span on child reading performance: A cross--sectional study. Journal of Research in Reading, 32, 230‒253.

Castles A., Coltheart M. (2004), Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77‒111.

Chandrasekaran B., Hornickel J., Skoe E., Nicol T., Kraus N. (2009), Context-dependent encoding in the human auditory brainstem relates to hearing speech in noise: Implications for developmental dyslexia. Neuron, 64, 311–319.

Cornelissen P.L., Hansen P.C., Hutton J.L., Evangelinou V., Stein J.F. (1998), Magnocellular visual function and children’s single word reading. Vision Research, 38, 471‒482.

Danelli L., Berlingeri M., Bottini G., Ferri F., Vacchi L., Sberna M., Paulesu E. (2013), Neural intersections of the phonological, visual magnocellular and motor/cerebellar systems in normal readers: implications of imaging studies in dyslexia. Human Brain Mapping, 34, 2669‒2687.

Facoetti A. Lorusso M.L., Cattaneo C., Galli R., Molteni M. (2004), Spowolnienie skupiania uwagi wzro­kowej i słuchowej u dzieci z dysleksją rozwojową [w:] A. Grabowska, K. Rymaczyk (red.), Dysleksja. Od badań mózgu do praktyki, 99‒122. Warszawa: Instytut Biologii Doświadczalnej im. M. Nenckiego PAN.

Facoetti A., Corradi N., Ruffino M., Gori S., Zorzi M. (2010a), Visual spatial attention and speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia. Dyslexia, 16, 226‒239.

Facoetti A., Trussardi A.N., Ruffino M., Lorusso M.L., Cattaneo C., Galli R., Molteni M., Zorzi M. (2010b), Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia. Journal of Cognitive Neuroscience, 22, 1011–1025.

Fawcett A.J., Nicolson R.I. (2004), Rola móżdżku w dysleksji [w:] A. Grabowska, K. Rymaczyk (red.), Dysleksja. Od badań mózgu do praktyki, 43‒76. Warszawa: Instytut Biologii Doświadczalnej im. M. Nenckiego PAN.

Franceschini S., Gori S., Ruffino M., Pedrolli K., Facoetti A. (2012), A causal link between visual spatial attention and reading acquisition. Current Biology, 22, 1–6.

Frith U. (1999), Paradoxes in the definition of dyslexia. Dyslexia, 5, 192‒214.

Galaburda A.M. (1999), Developmental dyslexia: A multilevel syndrome. Dyslexia, 5, 183–191.

Galaburda A.M., Sherman G.F., Rosen G.D., Aboitiz F., Geschwind N. (1985), Developmental dyslexia: Four consecutive patients with cortical anomalies. Annals of Neurology, 18, 222‒233.

Gooch D., Hulme C., Nash H.M.I., Snowling M.J. (2014), Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, 55 (3), 237–246.

Hari R., Renvall H. (2001), Impaired processing of rapid stimulus sequences in dyslexia. TRENDS in Cognitive Sciences, 5, 525‒532.

Harris J. (1948), Discrimination of pitch: suggestions toward method and procedure. American Journal of Psychology, 61, 309–322.

Heim S., Tschierse J., Amunts K., Wilms M., Vossel S., Willmes K., Grabowska A., Huber W. (2008), Cognitive subtypes of dyslexia. Acta Neurobiologiae Experimentalis, 68, 73‒82.

Heim S., Grande, M., Pape-Neumann J., van Ermingen M, Meffert E., Grabowska A., Huber W., Amunts K. (2010), Interaction of phonological awareness and ‘magnocellular’ processing during normal and dyslexic reading: Behavioural and fMRI investigations. Dyslexia, 16, 258‒282.

Hoeft F., Hernandez A., McMillon G., Taylor-Hill H., Martindale J.L., Meyler A., Keller T.A., Siok W.T., Deutsch G.K., Just M.A., Withfield-Gabrieli S., Gabrieli J.D. (2006), Neural basis of dyslexia: A comparison between dyslexic and nondyslexic children equated for reading ability. Journal of Neuroscience, 26, 10700–10708.

Hornickel J., Zecker S.G., Bradlow A.R., Kraus N. (2012), Assistive listening devices drive neuroplasticity in children with dyslexia. Proceedings of the National Academy of Sciences of the United States of America, 109, 16731‒1676.

Jednoróg K. (2010), Dysleksja rozwojowa – jedno zaburzenie czy wiele różnych. Nieopublikowana praca doktorska, Instytut Biologii Doświadczalnej im. M. Nenckiego PAN, Warszawa.

Jednoróg K., Gawron N., Marchewka A., Heim S., Grabowska, A. (2013), Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume. Brain Structure and Function, DOI 10.1007/s00429-013-0595-6.

Kevan A., Pammer K. (2008), Visual deficits in pre-readers at familial risk for dyslexia. Vision Research, 48, 2835–2839.

Krasowicz-Kupis G. (2008), Psychologia dysleksji. Warszawa: PWN.

Lallier M., Thierry G., Tainturier M.J., Donnadieu S., Peyrin C., Billard C., Valdois S. (2009), Auditory and visual stream segregation in children and adults: An assessment of the amodality assumption of the ‛slugg­ish attentional shiftingʼ theory of dyslexia. Brain Research, 1302, 132‒1347.

Lallier M., Thierry G., Tainturier M.J. (2013), On the importance of considering individual profiles when investigating the role of auditory sequential deficits in developmental dyslexia. Cognition, 126 (1), 121‒127.

Lobier M., Zoubrinetzky R., Valdois S. (2012), The visual attention span deficit in dyslexia is visual and not verbal. Cortex, 48, 768‒773.

McGrath L.M., Pennington B.F., Shanahan M.A., Santerre-Lemmon L.E., Holly D., Barnard H.D., Willcutt E.G., DeFries J.C., Olson R.K. (2012), A multiple deficit model of Reading Disability and Attention-Deficit/Hyperactivity Disorder: Searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry. 52 (5), 547–557.

Menghini D., Hagberg G., Caltagirone C., Petrosini L., Vicari S. (2006), Implicit learning deficits in dyslexic adults: An fMRI study. NeuroImage, 33, 1218–1226.

Menghini D., Finzi A., Benassi M., Bolzani R., Facoetti A., Giovagnoli S., Ruffino M., Vicari S. (2010), Different underlying deficits in developmental dyslexia: A comparative study. Neuropsychologia, 48, 863‒872.

Molinari M., Chiricozzi F.R., Clausi S., Tedesco A.M., De Lisa M., Leggio M.G. (2008), Cerebellum and detection of sequences, from perception to cognition. Cerebellum, 7 (4), 611‒615.

Nicolson R.I., Fawcett A.J. (1990), Automaticity: A new framework for dyslexia research? Cognition, 35, 159‒182.

Nicolson R.I., Fawcett A.J., Dean P. (2001), Developmental dyslexia: The cerebellar deficit hypothesis. Trends in Neurosciences, 24 (9), 508‒511.

Nicolson R.I., Fawcett A.J., Brookes R.L., Needle J. (2010), Procedural learning and dyslexia. Dyslexia, 16 (3), 194‒212.

Oganian Y., Ahissar M. (2012). Poor anchoring limits dyslexicsʼ perceptual, memory, and reading skills. Neuro-
psychologia, 50(8): 1895‒905.

Pennington B.F., Lefly D.L. (2001), Early reading development in children at family risk for dyslexia. Child Development, 72, 816‒833.

Peterson R.L., Pennington B.F. (2012), Developmental dyslexia. Lancet, 379, 1997‒2007.

Posner M.I. (1980), Orienting of attention. Quarterly Journal of Experimental Psychology, 32, 3‒25.

Ramus F. (2004), Neurobiology of dyslexia: A reinterpretation of the data. Trends in Neurosciences, 27 (12), 720‒726.

Ramus F., Rosen S., Dakin S.C., Day B.L., Castellote J.M., White S., Frith, U. (2003), Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841‒865.

Ramus F., Ahissar M. (2012), Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, iFirst, 1–19.

Raschle N.M., Chang M., Gaab, N. (2011), Structural brain alterations associated with dyslexia predate reading onset. Neuroimage, 57 (3), 742‒749.

Reilhac C., Jucla M., Ianuzzi S., Valdois S., Démonet J.F. (2012), Effect of orthographic processes on letter identity and letter-position encoding in dyslexic children. Frontiers in Psychology, 3, 154.

Reilhac C., Peyrin C., Démonet J.F., Valdois S. (2013), Role of the superior parietal lobules in letter-identity processing within strings: fMRI evidence from skilled and dyslexic readers. Neuropsychologia, 51, 601‒612.

Rochelle K.S.H., Talcott J.B. (2006), Impaired balance in developmental dyslexia? A meta-analysis of the contending evidence. Journal of Child Psychology and Psychiatry, 47 (11), 1159‒1166.

Rosenberg J., Pennington B.F., Willcutt E.G., Olson R.K. (2012), Gene by environment interactions influencing reading disability (RD) and the inattentive symptom dimension of attention deficit/hyperactivity disorder (ADHD). Journal of Child Psychology and Psychiatry, 53 (3), 243–251.

Silani G., Frith U., Démonet J.F., Fazio F., Perani D., Price C., Frith C.D., Paulesu E. (2005), Brain abnormalities underlying altered activation in dyslexia: a voxel based morphometry study. Brain, 128, 2453‒2461.

Snowling M. (2000), Dyslexia. Oxford: Blackwell Publishers.

Stein J. (2001), The magnocellular theory of developmental dyslexia. Dyslexia, 7, 12‒36.

Stein J. (2004), Wielkokomórkowa teoria dysleksji rozwojowej [w:] A. Grabowska, K. Rymaczyk (red.), Dysleksja. Od badań mózgu do praktyki, 7‒42. Warszawa: Instytut Biologii Doświadczalnej im. M. Nenckiego PAN.

Stoodley C.J., Ray N.J., Jack A., Stein J.F. (2008), Implicit learning in control, dyslexic, and garden-variety poor readers. Annals of the New York Academy of Sciences, 1145, 173–183.

Stoodley C.J., Stein J.F. (2013), Cerebellar function in developmental dyslexia. Cerebellum, 12, 267‒276.

Talcott J.B., Witton C., Hebb G.S., Stoodley C.J., Westwood E.A., France S.J., Peter C. Hansen P.C., Stein J.F. (2002), On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study. Dyslexia, 8, 204–225.

Talcott J.B., Witton C., McLean M.F., Hansen P.C., Rees A., Green G.G., Stein J. (2000), Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of the National Academy of Sciences, 97, 2952–2957.

Talcott J.B., Witton C., Stein J.F. (2013), Probing the neurocognitive trajectories of children’s reading skills. Neuropsychologia, 51, 472‒481.

Thomas K.M., Nelson Ch.A. (2001), Serial reaction time learning in preschool and school-age children. Journal of Experimental Child Psychology, 79, 364‒387.

Van Orden G.C., Kloos H. (2005). The question of phonology and reading [w:] M.S. Snowling, C. Hulme (red.), The science of reading: A handbook, 61‒78. Oxford: Blackwell.

Vicari S., Marotta L., Menghini D., Molinari M., Petrosini L. (2003), Implicit learning deficit in children with developmental dyslexia. Neuropsychologia, 41, 108–114.

Vicari S., Finzi A., Menghini D., Marotta L., Baldi S., Petrosini L. (2005), Do children with developmental dyslexia have an implicit learning deficit? Journal of Neurology, Neurosurgery and Psychiatry, 76, 1392–1397.

Vidyasagar T.R., Pammer K. (2010), Dyslexia: A deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14, 57‒63.

White S., Milne E., Rosen S., Hansen P., Swettenham J., Frith U., Ramus F. (2006), The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children. Developmental Science, 9, 237‒255.

Willburger E., Landerl K. (2010), Anchoring the deficit of the anchor deficit: Dyslexia or attention? Dyslexia, 16, 175‒182.

Willcutt E.G., Betjemann R.S., McGrath L.M., Chabildas N.A., Olson R.K., DeFries J.C., Pennington B.F. (2010), Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models. Cortex, 46 (10), 1345–1361.

Wimmer H., Mayringer H., Raberger T. (1999), Reading and dual-task balancing: evidence against the auto­matization deficit explanation of developmental dyslexia. Journal of Learning Disabilities, 32, 473‒478.

Ziegler J.C., Pech-Georgel C., Dufau S., Grainger J. (2010), Rapid processing of letters, digits and symbols: What purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13 (4), F8‒F14.

Zorzi M., Barbiero C., Facoetti A., Lonciari I., Carrozzi M., Montico M., Bravar L., George F., Pech-Georgel C., Ziegler J.C. (2012), Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences of the United States of America, 109, 11455‒11459.