Overview: While most research on dyslexia focuses, not surprisingly, on reading, David Rose cautions against an overly narrow vision of reading and dyslexia. Borrowing the concept of double dissociation from neuropsychological lesion studies, Rose suggests expanding the horizon of inquiry into other skills and populations than those directly related to reading or reading difficulties. This broader horizon leads to better understanding of what makes dyslexic children different as well as which of their skills, broadly conceived, are relevant to the reading process. For example, many children with reading disabilities typically also function poorly on various non-reading tasks. More specifically, Braille reading in blind children highlights that being competent at reading comprehension and spelling requires ample exposure to print and skill at eye scanning (or finger scanning of Braille) – aspects of the printed world that are limited for the blind. From an educational perspective, this broader approach facilitates creating the most effective interventions, which must make use of children's relative strengths, remediate their weaknesses, and address a wide range of relevant skill areas.