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  • Cited by 79
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    Whitebread, David and Sinclaire-Harding, Lysandra 2014. All about…: neuroscience and the infant brain. Nursery World, Vol. 2014, Issue. 21, p. 21.

    Reilly, Sheena Bishop, Dorothy V. M. and Tomblin, Bruce 2014. Terminological debate over language impairment in children: forward movement and sticking points. International Journal of Language & Communication Disorders, Vol. 49, Issue. 4, p. 452.

    Bishop, D. V. M. 2014. Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, Vol. 49, Issue. 4, p. 381.

    Moats, Louisa 2014. What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education. Australian Journal of Learning Difficulties, Vol. 19, Issue. 2, p. 75.

    Stein, John 2014. Dyslexia: the Role of Vision and Visual Attention. Current Developmental Disorders Reports, Vol. 1, Issue. 4, p. 267.

    Leveroy, Deborah 2015. ‘A date with the script’: exploring the learning strategies of actors who are dyslexic. Theatre, Dance and Performance Training, Vol. 6, Issue. 3, p. 307.

    Lakretz, Yair Chechik, Gal Friedmann, Naama and Rosen-Zvi, Michal 2015. Probabilistic Graphical Models of Dyslexia. p. 1919.

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    Svensson, Idor Fälth, Linda and Persson, Bengt 2015. Reading level and the prevalence of a dyslexic profile among patients in a forensic psychiatric clinic. The Journal of Forensic Psychiatry & Psychology, Vol. 26, Issue. 4, p. 532.

    Cameron, Harriet and Billington, Tom 2015. The discursive construction of dyslexia by students in higher education as a moral and intellectual good. Disability & Society, Vol. 30, Issue. 8, p. 1225.

    Gold, Andreas 2015. Lernschwierigkeiten. Wie man einen pädagogisch-psychologischen Dauerbrenner immer wieder aufs Neue befeuern kann. Zeitschrift für Pädagogische Psychologie, Vol. 29, Issue. 3-4, p. 123.

    Doyle, Nancy and McDowall, Almuth 2015. Is coaching an effective adjustment for dyslexic adults?. Coaching: An International Journal of Theory, Research and Practice, Vol. 8, Issue. 2, p. 154.

    Serry, Tanya Anne and Hammond, Lorraine 2015. What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia. Australian Journal of Learning Difficulties, Vol. 20, Issue. 2, p. 143.

    Gibbs, Simon and Elliott, Julian 2015. The differential effects of labelling: how do ‘dyslexia’ and ‘reading difficulties’ affect teachers’ beliefs. European Journal of Special Needs Education, Vol. 30, Issue. 3, p. 323.

    Whitfield, Petronilla 2015. Towards an emancipatory praxis of pedagogy: supporting acting students with dyslexia when working on Shakespeare. Voice and Speech Review, Vol. 9, Issue. 2-3, p. 113.

    Russell, Ginny Ryder, Denise Norwich, Brahm and Ford, Tamsin 2015. Behavioural Difficulties That Co-occur With Specific Word Reading Difficulties: A UK Population- Based Cohort Study. Dyslexia, Vol. 21, Issue. 2, p. 123.

    Heimrath, Kai Fiene, Marina Rufener, Katharina S. and Zaehle, Tino 2016. Modulating Human Auditory Processing by Transcranial Electrical Stimulation. Frontiers in Cellular Neuroscience, Vol. 10, Issue. ,

    Menéndez-Blanco, María and De Angeli, Antonella 2016. COOP 2016: Proceedings of the 12th International Conference on the Design of Cooperative Systems, 23-27 May 2016, Trento, Italy. p. 277.

    Yoo, Hanik K. Jung, Jaesuk Lee, Eun Kyung Kang, Sung Hee Park, Eun Hee and Choi, InWook 2016. Standardization of the Comprehensive Learning Test-Reading for the Diagnosis of Dyslexia in Korean Children and Adolescents. Journal of the Korean Academy of Child and Adolescent Psychiatry, Vol. 27, Issue. 2, p. 109.

    Worthy, Jo DeJulio, Samuel Svrcek, Natalie Villarreal, Doris Ann Derbyshire, Christine LeeKeenan, Kira Wiebe, Molly Trinh Lammert, Catherine Rubin, Jessica Cira and Salmerón, Cori 2016. Teachers’ Understandings, Perspectives, and Experiences of Dyslexia. Literacy Research: Theory, Method, and Practice, Vol. 65, Issue. 1, p. 436.

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Book description

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.


'No term has so impeded the scientific study of reading, as well as the public's understanding of reading disability, as the term dyslexia. The retiring of the word is long overdue. Elliott and Grigorenko provide an impressive review of the evidence on why this is the case. I highly recommend the book for reading practitioners.'

Keith E. Stanovich - University of Toronto

'This is a thought-provoking book that rigorously examines the scientific evidence and ends up challenging many assumptions about the concept of dyslexia. Elliott and Grigorenko do not wish to deny the reality of children's reading difficulties, but they do cast doubt on the usefulness and validity of our current diagnostic constructs. Essential reading for anyone interested in neurodevelopmental disorders.'

Dorothy Bishop - University of Oxford

'This book provides a comprehensive and insightful analysis of all aspects of dyslexia. The assessment and intervention chapter is particularly important for parents, educators, and policy makers. A tour de force!'

Gordon F. Sherman - The Newgrange and Laurel Schools, Princeton

'This book represents a significant contribution in the field towards addressing key issues that underlie dyslexia. Expert insights are provided on issues related to assessment and intervention. Particularly insightful is the authors' examination of the role of cognition in the classification and intervention process. In general, the book more than succeeds in a quest to address several complexities related to the construct of dyslexia.'

H. Lee Swanson - University of California, Riverside

'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

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