The Dyslexia DebateThe Dyslexia Debate examines how we use the term "dyslexia" and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention. |
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ADHD Ahissar appears approach assessment attention auditory processing behavioral Berninger biological brain causal children with reading clinical cognitive complex component Cortex decoding developmental dyslexia diagnosis disorder double deficit dyslexia debate dyslexic dyslexic children early educational effect evidence factors Fawcett findings Fletcher fMRI Fuchs functioning genes genetic genome grade Grigorenko groups Hulme identified impairment instruction involving Journal of Learning language learning disabilities learning to read literacy magnocellular measures memory meta-analysis naming speed neuroimaging neuroscience Nicolson Pennington perception phonemic awareness phonological awareness phonological deficit phonological processing planum temporale poor readers prediction predictors programs Ramus rapid naming reading comprehension reading difficulties reading disability reading fluency reading intervention reading performance reading problems reading skills reading-related response to intervention result role sample scientific Shaywitz significant Snowling specific specific language impairment Stanovich struggling readers suggest Swanson tasks teachers temporal Torgesen typically underlying Valdois Vaughn Vellutino word reading