Dyslexia

Specific Learning Difficulties (SpLD) is an umbrella term used to cover a range of frequently co-occurring difficulties. SpLD affect the way information is learned and processed. They are neurological (rather than psychological), usually hereditary and occur independently of intelligence. 

A range of studies have indicated high levels of overlap between dyslexia and other SpLD. This has led to the assertion by Kaplan (2001) that ‘in developmental disorders, co-morbidity is the rule, not the exception’.

This article reviews current research in:

• Phonology
• RAN double deficit
• Sensory deficits
• Cerebellar deficits

It also provides an overview of areas for further research.

www.ncbi.nlm.nih.gov/pmc/articles/PMC6536918/

www.ncbi.nlm.nih.gov/pmc/articles/PMC6767399/

An overview of the issues involved in providing evidence for educational practice. The article includes a discussion of the issues involved in controlled studies and considers how impact measures such as ration gains and effect sizes may be used to evidence improvement in intervention studies.

https://gov.wales/sites/default/files/statistics-and-research/2019-08/120824-dyslexia-provision-literature-review-en.pdf

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);

Dyslexia is a neurological difference with educational implications. It usually runs in families and is a life-long condition. It is a hidden disability thought to affect around 10% of the population, 4% severely.

For ease of access, this cell provides a list of all websites, online and published materials referred to in this Guide. They are organized according to the cell block where they are mentioned.

2.1 What is dyslexia

Websites

British Dyslexia Association

2.2 Theories of dyslexia.

Theories and contextual issues. Professor Angela Fawcett

The journal provides reviews and reports of research, assessment and intervention practice; its central aim is to bring together researchers and practitioners in the field of dyslexia so that each can learn from the other. The journal is published quarterly by Wiley and is edited by Dr JB Talcott.

The following UK based websites provide evidence supporting the content of this MESH Guide.

British Dyslexia Association

Dyslexia Research Trust

Dyslexia Scotland

SpLD Trust

Also see the website for the European Dyslexia Association.

This Guide is designed to provide beginning teachers with a brief overview of current research in the field of dyslexia and a range of strategies for identifying and supporting dyslexic learners in the classroom. It also provides information and advice on when to signpost for further assessment and intervention.