Defining and understanding dyslexia: past, present and future

Abstract

Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, lifelong conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficultyspecific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of 'discrepancy' definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.

Dyslexia and Academic Life

“…There is consensus that the ultimate purpose of reading printed text is to understand its meaning [25]. Research indicates that slow and effortful word-decoding/ DOI: http://dx.doi.org/10.5772/intechopen.94577 word-recognition abilities limit reading comprehension abilities (e.g., [4,26,27]) and affect academic success [28], with success depending on the ability to read and write [29]. I simply want my dream to become a reality for all: "for whom reading and writing is not such an easy task or choice, alternatives for access to medium and expression of knowledge should be available so long as the aims and objectives of examinations are not compromised" ( [1], p. 1).…”

“…Any research in this area is complicated by difficulties defining dyslexia. Most agree that dyslexia involves reading ability below age-and IQ-matched peers, which is not attributable to poor visual or auditory acuity or inadequate instruction; and where intellect is not affected by specific challenges attributed to this profile DOI: http://dx.doi.org/10.5772/intechopen.94577 (e.g., [4,61,62]). Research findings, mostly quantitative, seem to indicate that dyslexia can be categorised into five challenged areas of brain function: phonological, visual, memory, semantic and kinaesthetic (e.g.…”

“…Research findings, mostly quantitative, seem to indicate that dyslexia can be categorised into five challenged areas of brain function: phonological, visual, memory, semantic and kinaesthetic (e.g. [4,61,63]), where effects continue throughout lifetimes (e.g., [62,64,65]). However, there is still considerable debate in education and neuroscience literature regarding underlying causes, age distribution, diagnosis, identification, appropriate assessment methods and intervention (e.g., [66][67][68]).…”

“…Apart from educational and psychological research on dyslexia, neuroscience research is leading to a deeper understanding of the identification, diagnosis and management of dyslexia. Such hard evidence provides for strong and persuasive lobbying for change [3,4].…”

“…Notwithstanding, I think that there is still long way to go both locally and globally, particularly with reference to attitudes within the academic world. In spite of literature affirming that the ability to read and intelligence are not correlated [3,4], people with dyslexia still experience being looked down upon by educators and fellow students due to their challenges with literacy (e.g., [5][6][7]). This chapter will discuss experiences of university students with dyslexia and suggest possible strategies that can be considered, also in the context of the present health situation.…”