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Pressure Points on Representational Quality: Evolving the Traditional Instructional Model for Dyslexia

Donald L. Compton,Laura M. Steacy,M. C. Cooper Borkenhagen,V. M. Rigobon,Cristian E. Vazquez,Jasmine Smith

Published 2025 in Mind, Brain, and Education

ABSTRACT

Dyslexia is a developmental word reading and spelling disorder affecting from 6% to 17% of school‐age children. Phonological processing deficits—marked by difficulties in representing or accessing the abstract units of spoken language—are widely recognized as a primary cause of reading difficulties in children with dyslexia. These impairments disrupt the ability to establish various levels of spelling‐to‐sound correspondence knowledge, negatively affecting word reading development. The effects of phonological deficits on the development of other components of the “reading system” (i.e., orthography, phonology, semantics, and their interconnections) in children with dyslexia are less well‐studied. In this paper, we examine how difficulties in phonological processing adversely affect the development of the reading system, ultimately resulting in low‐quality lexical representations among children with dyslexia. Finally, we introduce a model of targeted “pressure points” within the reading system to guide instruction aimed at fostering high‐quality word‐level lexical representations in children with dyslexia.

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