Dyslexia is a language based learning disability which is primarily manifested as a deficit in reading. The learning difficulty is significantly genetically based, and its exact neurobiological basis is still an object of research. Research conclusions often show contradictory results, which is why integral theory that would explain all the causes of dyslexia is still not formed. Brain regions which are primarily examined are prefrontal cortex, temporoparietal regions and occipitotemporal areas. Theory that is by far the most supported by empirical evidence is the theory of phonological deficit. This theory suggests that difficulties in phonological processing, which consists of phonological awarness, phonological naming and phonological memory as a part of the worknig memory, are the cause of dyslexia. The visual deficit theory explains the cause of dyslexia through impairment of the visual system of the brain. As the consequence of impairment, people with dyslexia process visual stimuli slower than people with typical reading skills. Magnocellular theory offers an explanation for the visual deficit and connects it to the auditory and general sensory deficits in the framework of sensitivity of magnocellular neurons. Magnocellular neurons constitute an information flow path specialized for rapid temporal processing of the visual and auditory stimuli. The double deficit theory unites the phonological deficit and difficulties in rapid automatized naming as the two separate, but simultaneously occuring, causes of dyslexia. Lastly, the cerebellar theory suggests mild impairment in the function of the cerebellum, a region specialised for motor actions and automatization of learned abilities.