The Dyslexia Debate

An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.

Julian G. Elliott (Author), Elena L. Grigorenko (Author)

9780521135870, Cambridge University Press

Paperback, published 24 March 2014

285 pages, 2 b/w illus. 4 colour illus. 1 table
22.8 x 15.2 x 1.6 cm, 0.4 kg

'Every decade or two, a book will emerge that is able to synthesize the past and present research on dyslexia in such a way that the future of where we need to go next is illumined and propelled. The Dyslexia Debate is such a book. Elliott and Grigorenko have provided a breadth of topics and a depth of coverage to the complex issues surrounding dyslexia that should be read by researcher, practitioner, and parent. After reading their book, I feel enriched in all three categories.' Maryanne Wolf, John DiBiaggio Professor of Citizenship and Public Service, and Director, Center for Reading and Language Research, Tufts University

The 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.

Preface
Foreword
1. What is dyslexia?
2. Explanations at the cognitive level
3. The neurobiological bases of reading disability
4. Assessment and intervention
5. Conclusions and recommendations.

Subject Areas: Educational psychology [JNC], Cognition & cognitive psychology [JMR], Psychology [JM]