Editors' Introduction -- Editors' Introduction -- I: Theoretical Perspectives -- Towards a Sharper Definition of Dyslexia -- Theories of Deficits in Dyslexia -- A Connectionist Perspective of Reading and its Difficulties -- Cognitive Architecture of Early Reading -- Automaticity, Automatization and Dyslexia -- Awareness and Automaticity in Reading -- II: The Impact of Orthography -- Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies -- What Can We Learn from Dyslexia in Chinese? -- III: Biological Perspectives -- Reasearch on Reading Disabilities in the Colorado Learning Disability Research Center -- Exclusion of Linkage to 1p, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia -- Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables -- Developmental Dyslexia: The Role of the Cerebellum -- IV: Diagnostics and Treatment -- Early Reading Problems: A Follow up 20 Years Later -- A Diagnostic Procedure Based on Reading Component Model -- Component Model-Based Remedial Treatment of Reading Disabilities -- Do Pre-School Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling? -- First Steps: A Program of Early Intervention -- Author Index.