Research on the etiology of dyslexia typically uses an approach based on a single core deficit, failing to understand how variations in combinations of factors contribute to reading development and how this combination relates to intervention outcome. To fill this gap, this study explored links between 28 cognitive, environmental, and demographic variables related to dyslexia by employing a network analysis using a large clinical database of 1,257 elementary school children. We found two highly connected subparts in the network: one comprising reading fluency and accuracy measures, and one comprising intelligence-related measures. Interestingly, phoneme awareness was functionally related to the controlled and accurate processing of letter–speech sound mappings, whereas rapid automatized naming was more functionally related to the automated convergence of visual and speech information. We found evidence for the contribution of a variety of factors to (a)typical reading development, though associated with different aspects of the reading process. As such, our results contradict prevailing claims that dyslexia is caused by a single core deficit. This study shows how the network approach to psychopathology can be used to study complex interactions within the reading network and discusses future directions for more personalized interventions.

对阅读障碍病因学的研究通常使用基于单一核心缺陷的方法，无法理解因素组合的变化如何促进阅读发展以及这种组合如何与干预结果相关。为了填补这一空白，本研究通过使用包含 1,257 名小学生的大型临床数据库进行网络分析，探讨了与阅读障碍相关的 28 个认知、环境和人口变量之间的联系。我们在网络中发现了两个高度关联的子部分：一个包含阅读流畅性和准确性测量，另一个包含与智力相关的测量。有趣的是，音素意识在功能上与字母-语音声音映射的受控和准确处理相关，而快速自动命名在功能上与视觉和语音信息的自动融合更多相关。我们发现了多种因素对典型阅读发展的贡献的证据，尽管这些因素与阅读过程的不同方面相关。因此，我们的结果与普遍认为阅读障碍是由单一核心缺陷引起的说法相矛盾。这项研究展示了如何使用精神病理学的网络方法来研究阅读网络内的复杂相互作用，并讨论了更个性化干预的未来方向。