The Dyslexia Debate Revisited

Höfundar: Julian G. Elliott; Elena L. Grigorenko (Útgáfa: 0)
The Dyslexia Debate Revisited

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In every country, and in every language, a significant proportion of children struggle to master the skill of reading. In 2014, The Dyslexia Debate examined the problematic interpretation of the term 'dyslexia' as well as questioning its efficacy as a diagnosis. Ten years on, The Dyslexia Debate Revisited reflects on the changes in dyslexia assessment and treatment over the last decade, including the introduction of dyslexia legislation in many US states.

Addressing the critical responses to their original challenge of the dyslexia construct, Julian G. Elliott and Elena L. Grigorenko also consider why, despite scientific critiques, existing dyslexia conceptions and assessment practices continue to be highly attractive to many professionals, individuals, and families. Based on current scientific knowledge, the authors strive to promote a shared understanding of reading difficulties and emphasize the importance of providing timely and appropriate intervention and support to anyone who faces difficulties with learning to read.

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Útgefandi
Cambridge University Press
ISBN
9781009099486
Print ISBN
9781316514443
Format
ePub
Útgáfa
0
Höfundar
Julian G. Elliott; Elena L. Grigorenko
Tungumál
English
Útgefið
2024-04-18
Prent takmörkun á líftíma
10
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover
  • Half title
  • Title page
  • Imprints page
  • Contents
  • Figures
  • Table
  • Foreword
  • Preface
  • Abbreviations
  • Chapter 1 What Is Dyslexia?
  • Introduction
  • Definitions of Dyslexia
  • Dyslexia 1: A Synonym for Reading Disability
  • Dyslexia 2: A Condition Manifested by a Clinically Derived Subgroup of Poor Decoders
  • What Might Be Indicators of Unexpected Performance?
  • i. Intelligence
  • a. Profiles of Cognitive Strengths and Weaknesses
  • b. The Continuing Popularity of Intelligence for Diagnosing Dyslexia
  • ii. Socioeconomic Disadvantage and Psychosocial Adversity
  • iii. Inadequate Schooling and Educational Deprivation
  • iv. Emotional and Behavioral Factors
  • Inclusionary Approaches: The Search for Marker Variables
  • Dyslexia and Language Disorders
  • Dyslexia 3: Intractability to High Quality Intervention
  • Dyslexia 4: A Neurodiverse Profile
  • The Prevalence of Dyslexia
  • The Difficulty of Bridging Science and Practice: The Rose Report
  • Understandings and Definitions of Dyslexia: A Summary
  • Reading Disability as a Multifactorial, Heterogeneous Syndrome
  • A Note on the Terminology Employed in This Book
  • Chapter 2 Explanations at the Cognitive Level
  • Introduction
  • From Single to Multiple Deficits
  • The Phonological Deficit Hypothesis
  • Rapid Naming and the Double Deficit
  • Short-Term and Working Memory
  • Executive Functions
  • Auditory and Visual Explanations
  • Auditory Processing
  • Visual Processing and Visual Attention
  • i. The Magnocellular Deficit Hypothesis
  • ii. Visual Stress and Scotopic Sensitivity
  • iii. Visual Attention
  • Psycho-Motor Processing
  • Cognitive Level Explanations and Educational Intervention
  • Chapter 3 The Neurobiological Bases of Reading Disability
  • Introduction
  • The Reading Brain
  • Postmortem Studies
  • Studies of Anatomical Structure
  • i. Anatomical Magnetic Resonance Imaging (aMRI)
  • ii. Voxel- and Surface-Based Morphometry
  • iii. Diffusion Tensor Imaging
  • Studies of Brain Function
  • i. Positron Emission Tomography
  • ii. Functional Magnetic Resonance Imaging
  • iii. Electrophysiological Studies
  • iv. Magnetoencephalography
  • v. Magnetic Resonance Spectroscopy
  • vi. Functional Near Infrared Spectroscopy (fNIRS)
  • Training and Intervention Studies
  • Noninvasive Brain Stimulation Techniques
  • Cross-Linguistic Imaging
  • Brain Studies: A Summary
  • Genetic Bases of Typical and Atypical Reading
  • Historical Context
  • Quantitative-Genetic Studies
  • Molecular-Genetic Studies
  • Genome Studies: A Summary
  • The Promise of Neurobiology for Resolving the Dyslexia Debate
  • Chapter 4 Assessment, Instruction, and Intervention
  • Introduction
  • Which General Approaches to the Teaching of Reading Are Likely to Minimize the Incidence and Severity of Reading Disability?
  • The Reading Wars and the Science of Reading
  • How Can We Best Identify Young Children at Risk of Reading Disability and Prevent Later Problems?
  • Identification of Those at Risk of Reading Disability
  • Reading Interventions in the Early Years
  • What Can Be Done to Help Those Who Fail to Respond to Initial Interventions?
  • What Is Specialist Dyslexia Teaching and Is This Particularly Effective for a Subgroup of Poor Readers Designated as Dyslexic?
  • The Use of Computers and Assistive Technology
  • Complementary and Alternative Approaches to Treatment
  • Perceptual-Motor Training
  • Visual Interventions
  • Dietary and Chemical Interventions
  • Auditory Interventions
  • Neurofeedback
  • Transcranial Stimulation
  • The Allure of Complementary Treatment Approaches – Concluding Remarks
  • The Pedagogic Value of a Diagnosis of Dyslexia
  • Chapter 5 Dyslexia
  • Introduction
  • Learner Empowerment and Exculpation
  • Gaining Access to Finite Resources
  • The Perceived Failure of Teachers, Schools, and School Systems
  • Meeting the Needs of Adult Learners in Further and Higher Education
  • Neurodiversity, Disability, and the Dyslexic Identity
  • Other Arguments Offered for Retention of the Label
  • Dyslexia as a Meaningful Construct Has Been Evidenced by Findings from Genetics and Neuroscience
  • Dyslexia’s Conceptual Problems Are Not Unique and Will Ultimately Be Resolved
  • Fallacies of Relevance
  • i. Straw Man and ad hominem Fallacies
  • ii. ad verecundiam Arguments
  • iii. ad populum Arguments
  • iv. Arguments from Ignorance
  • The Realities of the Dyslexia Debate: Meeting the Needs of All Struggling Readers
  • Chapter 6 Conclusions and Recommendations
  • The Way Forward?
  • References
  • Index