A neuroconstructivistic research strategy to study the underlying causes of dyslexia

Abstract

The present article suggests an extended neuroconstructivistic research strategy for assessing the causes of dyslexia. Instead of following one line of argumentation, such as the influence of auditory perception on the development of phonological awareness, a systematic facet model is suggested to identify the development of singular, bi-, and cross-modal perception, attention, and higher cognition in dyslexia over time. In addition, such a study should also include etiological measures such as genetic and family risk factors. This developmental approach is necessary to suggest a pragmatic concept for investigating all processing types of dyslexia under several methodological aspects.