This article examines dyslexia as a specific cognitive profile of language processing. The author comparatively analyzes neurological, psychological, and phonological theories of dyslexia and discusses its neurobiological foundations based on scientific research. Drawing on the works of Samuel T. Orton, Alexander Luria, Margaret Snowling, Stanislas Dehaene, and Sally Shaywitz, the study substantiates the relationship between dyslexia and phonological deficit. The article also addresses genetic factors, cognitive mechanisms, and the importance of early identification and pedagogical intervention. Dyslexia is interpreted not as a categorical disorder but as a cognitive spectrum.

dyslexia, developmental dyslexia, phonological theory, phonological deficit, neuropsychology, cognitive processes, reading disorder, genetic factors, RAN.

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