Converging evidence for triple word form theory in children with dyslexia.

This article has 3 parts. The 1st part provides an overview of the family genetics, brain imaging, and treatment research in the University of Washington Multidisciplinary Learning Disabilities Center (UWLDC) over the past decade that points to a probable genetic basis for the unusual difficulty that individuals with dyslexia encounter in learning to read and spell. Phenotyping studies have found evidence that phonological, orthographic, and morphological word forms and their parts may contribute uniquely to this difficulty.