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.
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