L. FÄLTH ET AL. 179
educational interventions as ongoing processes where assess-
ment can assist intervention and vice versa (see Grigorenko,
2009).
There is now strong evidence that the main manifestation of
developmental dyslexia is word decoding deficits and that these
shortcomings mainly stem from underlying phonological defi-
cits (Bruck, 1992; Lundberg, Olofsson & Wall, 1980; Rack,
Snowling & Olson, 1992; Stanovich & Siegel, 1994; Svensson
& Jacobson, 2006). There is also strong evidence of biological
(Galaburda et al., 1985; Morgan & Hynd, 1998) and genetic
(Galaburda et al., 2006; Grigorenko, Ngorosho, Jukes & Bundy,
2006) influences that contribute to phonological deficits and
poor word-decoding skills. The results of this study point to the
importance of individualizing both testing and intervention, and
the need for more systematic and scientific research on how to
best adapt interventions to the specific needs of individual chil-
dren. In a forthcoming investigation, with a sufficient number
of participants, we are going to make deeper analyses regarding
both orthographic and phonological aspects of different inter-
ventions and subgroups of reading disabilities.
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