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coherent conception dyslexia difficult arrive research findings continually created logical paradoxes psychometric definition reading disability paper develops phonologicalcore variabledifference model model cognitive characteristics dyslexic children one create psychometric paradoxes type plagued learning disabilities field model provides way conceptualize differences dyslexic gardenvariety poor readers model highlights importance viewing concept dyslexia outcome application arbitrary criterion continuous distribution thus avoiding connotations discreteness continually undermined understanding reading disability