• Corpus ID: 1172772

Should there really be a ‘ Dyslexia debate ’ ?

  title={Should there really be a ‘ Dyslexia debate ’ ?},
  author={Julian G. Elliott},
As its name suggests, the book The Dyslexia Debate by Julian Elliott and Elena Grigorenko aims to generate a debate on the concept of developmental dyslexia. Contrary to some misguided detractors of dyslexia (see text box below) these authors do not attempt to deny the existence of children with a specific reading disorder, nor do they deny that it has a strong underlying biological basis, even less do they try to convince the reader that dyslexia is just an excuse for bad teaching or a synonym… 
How Is the Term Dyslexia Understood ?
  • Psychology
  • 2020
Tha author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization
The social construction of dyslexia in UK higher education
This thesis explores dyslexia support in higher education. The research is focussed primarily upon investigating dyslexia as a social construct, and the pedagogical strategies that are employed as
Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder
This opinion article argues in favor of the current diagnosis of dyslexia based on the criteria of harm and dysfunction, and discusses the favorable clinical and educational outcomes of a neuroscience-informed approach of Dyslexia as a disorder.
An exploratory study of the perceptions, experiences and aspirations of mainstream secondary pupils with dyslexia, their parents and educational professionals in a London borough and Singapore
Dyslexia is a common learning difficulty that can have a long-term impact on the academic attainment and psychosocial development of pupils. The present study involved foregrounding the pupil voice
Using a Process Dissociation Approach to Assess Verbal Short-Term Memory for Item and Order Information in a Sample of Individuals with a Self-Reported Diagnosis of Dyslexia
The results showed no evidence of specific problems in short-term retention of either item or order information among the individuals with a self-reported diagnosis of dyslexia, despite this group showing expected difficulties on separate measures of word and non-word reading.
A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law
This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education
Can intelligence testing inform educational intervention for children with reading disability
This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to
Trends in SEN identification: contexts, causes and consequences
This is the final version of the report, which aims to provide a history of the SEN Policy Research Forum and its work over a 25-year period from 1997 to 2002, and some of its findings were previously reported on in this record.


The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ
It is found that discrepant and nondiscrepant poor readers exhibited similar patterns of reduced activation in brain areas such as left parietotem temporal and occipitotemporal regions, indicating that, regardless of IQ, poor readers have similar kinds of reading difficulties in relation to phonological processing.
Planum temporale asymmetry in developmental dyslexia: Revisiting an old question
An altered pattern of asymmetry of the planum temporale surface area in dyslexic boys only is revealed, with a greater proportion of rightward asymmetrical cases among dyslexi boys compared to control boys, and the importance of taking gender into account in studies of developmental dyslexia is stressed.
A Functionally Guided Approach to the Morphometry of Occipitotemporal Regions in Developmental Dyslexia: Evidence for Differential Effects in Boys and Girls
The present study provides the first account of a focal cortical thickness reduction in dyslexia in the subregion of ventral occipitotemporal cortex specifically responsive to visual words, when age, gender, and reading performance are taken into account.
Very early phonological and language skills: estimating individual risk of reading disability.
The models including familial risk status and the three above-mentioned measures offer a rough screening procedure for estimating an individual child's risk for reading disability at the age of 3.5 years.
Cognitive Processing of Low Achievers and Children with Reading Disabilities: A Selective Meta-Analytic Review of the Published Literature
Abstract This article synthesizes some of the published literature comparing the cognitive functioning of children with reading disabilities (RD) and children with low reading and low intelligence
Grey Matter Alterations Co-Localize with Functional Abnormalities in Developmental Dyslexia: An ALE Meta-Analysis
Evidence is provided for consistent grey matter variations bilaterally in the dyslexic brain and substantial overlap of these structural variations with functional abnormalities in left hemispheric regions.
Developmental dyslexia: Four consecutive patients with cortical anomalies
The neuroanatomical findings in 4 consecutively studied brains of men with developmental dyslexia are discussed with reference to developmental cortical anomalies, cerebral asymmetries, reorganization of the brain after early lesions, and the association between learning disorders, left handedness, and diseases of the immune system.