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American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders IV TR . Washington DC: American Psychiatric Association. Benson, D. F. (1994). The neurology of thinking . New York: Oxford University Press. Birch, S., & Chase, C. (2004). Visual and language processing deficits in compensated and uncompensated college students with dyslexia. Journal of Learning Disabilities , 37 (5), 389–410. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin , 130 (6), 858–886. Blachman, B. A. E. (1997). Foundations of reading acquisition . Mahwah, NJ: Lawrence Erlbaum. Bruck, M. (1993). Component spelling skills of college students with childhood diagnoses of dyslexia. Learning Disabilities Quarterly , 16 , 171–184. Catts, H.W., Bridges, M.S., & Little, T.D. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research , 51 , 1569–1579. Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition , 47 , 149–180. Evans, B. (1998). The underachieving child. Ophthalometry, Physiology and Optometrics , 19 (4), 277–278. Felton, R. H., C. E. Naylor, & Wood, E. (1990). Neuropsychological profile of adult dyslexics. Brain and Language , 39 , 485–497. Gillon, G. T. (2004). Phonological Awareness: From research to practice . New York: The Guilford Press. Grigorenko, E. L. (2001). Developmental dyslexia: An update on genes, brains and environments. Journal of Child Psychology and Psychiatry , 42 (1), 91–125. Grigorenko, E. L., Wood, E. L., Meyer, M. S., & Pauls, D. L. (2000). Chromosome 6p influences on different dyslexia related cognitive processes: Further confirmation. American Journal of Human Genetics , 66 , 715–723. Hatcher, P., Snowling, M. J., & Griffiths, Y. M. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of Educational Psychology , 72 , 119–133. Kamhi, A. G., Catts, H. W., Mauer, D., Apel, K., & Gentry, B. F. (1988). Phonological and spatial processing abilities in language- and reading-impaired children. Journal of Speech and Hearing Disorders , 53 , 316–327. Lyon, A. (1995). Toward a definition of dyslexia. Annals of Dyslexia , 45 , 3–27. Marshall, J. C., & Newcombe, F. (1966). Syntactic and semantic errors in paralexia. Neuropsychologia , 4 , 169–176. Milne, R. D., Nicholson, T., & Corballis, M. C. (2003). Lexical access and phonological decoding in adult dyslexic subtypes. Neuropsychology , 17 (3), 362–368. Morris, R. D., Stuebing, K., Fletcher, J. M., Shaywitz, S. E., Reid Lyon, G., Shankweiler, D. P., Katz, L., Francis, D. J., & Shaywitz, B. A. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology , 90 (3), 347–373. Nation, K., Clarke, P., Marshall, C. & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairments? Journal of speech, Language, and Hearing Research , 47 , 199–211 Oakhill, J., & Beard, R. (Eds.). (1999). Reading development and the teaching of reading . Oxford: Blackwell. Orton, S. T. (1995). Definitions of dyslexia; report from committee of members. Perspectives , 21 , 16–17.

Paulesu, E., Demonent, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., Cappa, S. F., Cossu, G., Habib, M., Frith, C. D., & Frith, U. (2001). Dyslexia; cultural diversity and biological unity. Science , 291 , 2165–2167. Reason, R., Frederickson, N., Heffernan, M., Martin, C., & Woods, K. (1999). Dyslexia, literacy and phonological assessment: Report by a working party of the Division of Educational and Child Psychology of the British Psychological Society . Leicester: The British Psychological Society. Richardson, J., & Weydell, T. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing: An Interdisciplinary Journal , 16 , 475–503. Shaywitz, S. E., Fletcher, P., Holahan, J. M., Shneider, A. E., Marchione, K. E., Stuebing, K., Francis, D. J., Pugh, K. R., & Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics , 104 (6), 1351–1359. Snowling, M. J. (2000). Dyslexia (2nd ed.). Oxford: Blackwell. Stanovich, K.E. (2000). Progress in understanding reading . New York: Guilford Press. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of reading disabled children: A regression-based test of phonological-core variable- difference model. Journal of Educational Psychology , 86 , 24–53. Stanovich, K. E., Siegel, L. S., & Gottardo, A. (1997). Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology , 89 (1), 114–127. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2003). The Comprehensive Test of Phonological Processing (CTOPP). Journal of Psychoeducational Assessment , 21 , 97–102. Warnke, A. (1999). Reading and spelling disorders: Clinical features and causes. European Child and Adolescent Psychiatry , 8 (Supp. 3), 1–12. Wilson, A. M., & Lesaux, N. K. (2001). Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills. Journal of Learning Disabilities , 34 (5), 394–405. World Federation of Neurology. (1968). Report of research group on dyslexia and world illiteracy . Dallas, TX: World Federation of Neurology. Julie Marinac is a lecturer in speech pathology at the School of Health and Rehabilitation Sciences, The University of Queensland, and her primary research interest lies in literacy learning failure across the life-span. For the past five years, Julie has worked with several Queensland high schools to raise awareness of this issue in that sector. Julie also leads the research section of the newly created Literacy for Life Unit at UQ where the team develop, publish and research the ELF, PAL, PATHS and APPEAL programs (among others). Her ongoing interest in this area may be due to her enviable position as the only one of four siblings in her family not affected by phonological awareness disorder!

Correspondence to: Dr Julie Marinac School of Health and Rehabilitation Sciences The University of Queensland Ph: 07 3365 6161 email: j.marinac@uq.edu.au

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ACQ uiring knowledge in speech, language and hearing