Dyslexia

Professor Angela Fawcett, Liz Horobin, Dr Kate Saunders| View as single page | Feedback/Impact
Dyslexia
Evidence
Background
Identification
Dyslexia friendly classroom teaching
Signposting for further intervention/assessment
Case studies
Websites
What is dyslexia
Pre-school identification
The dyslexia friendly classroom
Seeking further advice
DF school case study
Dyslexia Journal
Theories of dyslexia
Primary level identification
Whole schools approaches
Specialist teacher support
BDA and DA projects
References
Evidence for dyslexia
Secondary level identification
Supporting dyslexic pupils with reading
Exam provisions
Current research in dyslexia
Identification in adults
Supporting dyslexic pupils with writing
Co-occurring difficulties
Assessing EAL learners
Supporting dyslexic pupils with spelling
Visual stress
Dyslexia and Maths
Dyslexic strengths
Dyslexia and EAL
Dyslexia in languages other than English
Resources and suppliers
Assistive technology
Effective interventions
Top tips for teachers
Continuing professional development
Strength of Evidence
Transferability
Areas for further research
Editor's comments
Online Communities

Theories of dyslexia (Fawcett)

A Framework for Understanding Dyslexia

This article reviews the various current theories of dyslexia, including:

  • Cognitive theories (Phonological deficit - Bryant, Snowling, Stanovich; Automisation deficit - Nicolson & Fawcett; Double deficit - Wolf & Bower);

  • Brain based theories (Sensory/Magnocellular deficit - Tallal, Stein; Cerebellar deficit - Nicolson & Fawcett);

  • Neural systems level theories (Procedural Learning deficit - Nicolson & Fawcett).

An explanation is provided of how these various theories fit together.

The article also provides a brief overview of recent research.

Information about Dyslexia research is also available on this Wikipedia page.

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