Defining and Understanding Dyslexia: Past, Present and Future

Autor/inn/en	Snowling, Margaret J.; Hulme, Charles; Nation, Kate
Titel	Defining and Understanding Dyslexia: Past, Present and Future
Quelle	In: Oxford Review of Education, 46 (2020) 4, S.501-513 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snowling, Margaret J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1765756
Schlagwörter	Dyslexia; Reading Difficulties; Decoding (Reading); Definitions; Intervention; Evaluation Criteria; Clinical Diagnosis; Labeling (of Persons); Intelligence Quotient; Phonological Awareness; Comorbidity; Learning Disabilities + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Dekodierung; Begriffsbestimmung; Labeling-Ansatz; Intelligenzquotient; Learning handicap; Lernbehinderung
Abstract	Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty -- specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of 'discrepancy' definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01