Does Dyslexia Exist
By Julian G. Elliott, S. Gibbs. 2008
163 citations recorded by the source corpus.
In this paper we argue that attempts to distinguish between categories of ‘dyslexia’ and ‘poor reader’ or ‘reading disabled’ are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the relationship between visual symbols and spoken language is crucial. However, while stressing the potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future, we argue that there is a mistaken belief that current knowledge in these fields is sufficient to justify a category of dyslexia as a subset of those who encounter reading difficulties. The implications of this debate for large-scale intervention are outlined.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/8ee1918fc845ca83acdecdb7f47d47c75c9f3696
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In Developmental and Educational Psychology
In Statistics and Probability
Citations in the corpus
- Learning Disabilities: Debates on definitions, causes, subtypes, and responses (2011, background): “As a consequence of the critical aspects of the IQ–achievement discrepancy approach, researchers have suggested that the diagnostic concept of two discrete categories of poor achievers and children with LDs separated by different discrepancies between intelligence and achievement scores be abandoned”
- The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010, unknown): “Children’s ability to detect and manipulate sounds (i.e., PA) is also crucial in understanding the alphabetic principle (e.g., Adams, 1990; Muter & Snowling, 1998; Stanovich, 1994; Wagner & Torgesen, 1987).”