ePrints

The dyslexia debate: life without the label

Lookup NU author(s): Emeritus Professor Simon Gibbs

Downloads

• Published version [.pdf]

Licence

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).

Abstract

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.

Publication metadata

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

Altmetrics

Share