This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive–behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.

中文翻译：

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当前研究为跨正字法阅读障碍的概念化、识别和治疗提供信息：特殊系列简介

这个特别系列的介绍总结了阅读障碍的遗传和大脑基础和认知行为指标（包括甚至可以在阅读教学开始之前测量的指标）的证据，这些指标证明了阅读障碍儿童和非阅读障碍儿童之间的有意义的差异同行。作者回顾了过去几十年围绕阅读障碍识别和治疗方法的争议。最后，他们介绍了专题系列文章的发现，并讨论了对阅读障碍识别和治疗的潜在影响。