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Revisiting the definition of dyslexia
Catts, Hugh W. Terry, Nicole Patton Lonigan, Christopher J. Compton, Donald Wagner, Richard K. Steacy, Laura M. Farquharson, Kelly Petscher, Yaacov
Catts, Hugh W.
Terry, Nicole Patton
Lonigan, Christopher J.
Compton, Donald
Wagner, Richard K.
Steacy, Laura M.
Farquharson, Kelly
Petscher, Yaacov
Abstract
The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.
Keywords
Definition, Dyslexia, Exclusionary criteria, Multifactorial causal models, Reading disabilities
Date
2024
Type
Journal article
Journal
Annals of Dyslexia
Book
Volume
Issue
Page Range
1-21
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© The Author(s), under exclusive licence to The International Dyslexia Association, 2024.