“…Finally, it is worth noting that there are other important avenues of RD research beyond the scope of this review and therefore not captured here. Briefly, these topics include but are not limited to (a) cross-linguistic comparisons of the neural mechanism of typical reading and RD (Martin, Kronbichler, & Richlan, 2016;Richlan, 2014;Rueckl et al, 2015;Zhu et al, 2014); (b) RD in multilingualism, which is becoming particularly relevant as more individuals in the world are now multilingual than monolingual, and as we discover more about cross-linguistic similarities and differences of RD (Siegel, 2004); (c) investigation of the brain basis of RD using various identification approaches and definitions of RD (a current topic with the new Diagnostic and Statistical Manual of Mental Disorders, DSM-5; American Psychological Association, 2013; Hancock, Gabrieli, & Hoeft, 2016;Simos, Rezaie, Papanicolaou, & Fletcher, 2013;Tanaka et al, 2011) as well as subtypes of RD that appear to have different neural profiles (Jednorog et al, 2014;Norton et al, 2014); (d) investigation of processes other than reading-related processes such as visuo-spatial processing that might be predicted based on atypical brain organization (Diehl et al, 2014); and (e) biomarkers and neuroprognosis where neuroimaging data are used as markers to identify and to predict the development of RD, response to intervention, and compensatory mechanisms (Cui et al, 2016;Gabrieli, Ghosh, & Whitfield-Gabrieli, 2015;Hoeft et al, 2011;Plonski et al, 2017).…”