An Examination of Dyslexia Research and Instruction with Policy Implications

Autor/inn/en	Johnston, Peter; Scanlon, Donna
Titel	An Examination of Dyslexia Research and Instruction with Policy Implications
Quelle	In: Literacy Research: Theory, Method, and Practice, 70 (2021) 1, S.107-128 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scanlon, Donna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/23813377211024625
Schlagwörter	Dyslexia; Reading Difficulties; Definitions; Reading Instruction; Phonics; Classification; Disability Identification; Etiology; Genetics; Intelligence; Creativity; Misconceptions; Screening Tests; Children; Phonology; Orthographic Symbols; Reading Research; Teaching Methods + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Begriffsbestimmung; Leseunterricht; Classification system; Klassifikation; Klassifikationssystem; Ätiologie; Humangenetik; Intelligenz; Klugheit; Kreativität; Missverständnis; Screening-Verfahren; Child; Kind; Kinder; Fonologie; Leseforschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Some children experience more difficulty than others becoming literate, often at great emotional, intellectual, social, and economic cost to themselves, but also to those who love and care for them, and for society at large. The causes of those difficulties and what to do about them have been the source of much research and sometimes heated disagreement among researchers and educators--disagreements that, in one form or another, go back well over a century. The current focus of this attention (from the media, some researchers, parents, and politicians) is on the construct dyslexia--a term used (mostly) to describe serious difficulty with the word reading aspect of the reading process. Currently, there is a well-organized and active contingent of concerned parents and educators (and others) who argue that dyslexia is a frequent cause of reading difficulties, affecting approximately 20% of the population, and that there is a widely accepted treatment for such difficulties: an instructional approach relying almost exclusively on intensive phonics instruction. Because the dyslexia and instructional arguments are inextricably linked, in this report, the authors explore both while adopting a more comprehensive perspective on relevant theory and research. [The content of this article was presented as a plenary session at the 2020 Literacy Research Association Conference.] (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01