{'fraction_non_alphanumeric': 0.012048192771084338, 'fraction_numerical': 0.0, 'mean_word_length': 5.496598639455782, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
reversals in dyslexia : Is the case really closed ? A critical review and conclusions

Reading is an automated desymbolization involving parallel operat ing subfunctions from which the major ones belong to the visual or the language comprehension domain, coordinated by guiding cognitive subfunctions. In this review, theories on dyslexia are subdivided according to what subfunction(s) is (are) primarily assumed to be impaired, according to the level of processing on which the deficit is assumed to be affective, and according to whether the theory is a monoor multicausal one. The heterogeneity of theories and empirical results are explained by the inconsistency of methodological approaches, the differing definitions of dyslexia and shortcomings in the interpretation of experimental results attained after functional fragmentation of the reading process. Empirical studies on reversal errors are critically reviewed and reinterpreted on the basis of the Functional Coordination Deficit Model. Within this multicausal model, reversals are assumed to be a symptom of a deficit in the coordination of visual and phonological decoding in a subgroup of reading disabled children. It is argued that in order to learn to read it is important to treat graphemes as symbols instead of objects. Whereas in visual object recognition symmetrically related objects are learned to be represented by similar patterns of neural activity, in reading such a symmetrygeneralization is a hindrance. A failure in suppression of visually symmetrical information in the representation of visual symbols produces ambiguous relations between visual and phonological information and disturbs the functional coordination and may cause problems in learning to read. It is emphasized that reversals do not reflect a visual deficit or an incomplete hemispheric dominance, and that they are not the one and only symptom of dyslexia.