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Lookup NU author(s): Emeritus Professor Simon Gibbs
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
In this paper we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for ‘dyslexia’, in part, because this term is understood in multiple ways, we discuss its relevance for informing educational assessment, intervention and resourcing. We conclude by highlighting how current approaches to dyslexia diagnosis and remediation typically fail to serve the needs of large numbers of struggling readers. In their place, we advocate ‘Response to Intervention’ as an ethically and educationally justified approach to tackling severe reading difficulties, but also highlight continuing challenges to its effective implementation.
Author(s): Gibbs S, Elliott J
Publication type: Article
Publication status: Published
Journal: Oxford Review of Education
Year: 2020
Volume: 46
Issue: 4
Pages: 487-500
Online publication date: 13/08/2020
Acceptance date: 10/03/2020
Date deposited: 17/08/2020
ISSN (print): 0305-4985
ISSN (electronic): 1465-3915
Publisher: Routledge
URL: https://doi.org/10.1080/03054985.2020.1747419
DOI: 10.1080/03054985.2020.1747419
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