01 NRDC Dyslexia 1-88 update - Texthelp

Developmental dyslexia in adults: a research review 141
other. It has to be noted that this way of describing reading disability is not universally
accepted (page 120).
Cossu, G. (1999). ‘Biological constraints on literacy acquisition’. Reading and Writing: An
Interdisciplinary Journal, 11, 213–237.
For the most part … the term ‘developmental dyslexia’ is used to mean difficulties in
single word decoding (page 215).
Stanovich, K. E. (1999). ‘The sociometrics of learning disabilities’. Journal of Learning
Disabilities, 32(4), 350–361.
Its proximal cause is difficulties with word recognition skills due to weak graphemephoneme
coding skills … because of segmental language difficulties (lack of
phonological awareness) (page 351).
Frith, U. (1999). ‘Paradoxes in the definition of dyslexia’. Dyslexia, 5, 192–214.
Defining dyslexia at a single level of explanation—biological, cognitive or behavioural—
will always lead to paradoxes. For a full understanding of dyslexia we need to link
together the three levels and consider the impact of cultural factors which can
aggravate or ameliorate the condition. The consensus is emerging that dyslexia is a
neurodevelopmental disorder with a biological origin, which impacts on speech
processing with a range of clinical manifestations (page 211).
Rack, J. (1997). ‘Issues in the assessment of developmental dyslexia in adults: theoretical and
applied perspectives’. Journal of Research in Reading, 20(1), 66–76.
Narrowly defined dyslexia is developmental phonological dyslexia, the most common and
best understood pattern, sometimes also called ‘classic developmental dyslexia’.
Broadly-defined dyslexia is difficulty in acquiring literacy skills which is related to any
underlying specific learning difficulty, not solely phonological processing difficulty (page
67).
Padget, S. Y., Knight, D. F. and Sawyer, D. J. (1996). ‘Tennessee meets the challenge of dyslexia’.
Annals of Dyslexia, 46, 51–72.
Dyslexia is a language-based learning disorder that is biological in origin and primarily
interferes with the acquisition of print literacy (reading, writing and spelling). Dyslexia is
characterised by poor decoding and spelling abilities as well as deficit in phonological
awareness and/or phonological manipulation. These primary characteristics may cooccur
with spoken language difficulties and deficits in short-term memory. Secondary
characteristics may include poor reading comprehension (due to the decoding and
memory difficulties) and poor written expression, as well as difficulty organising
information for study and retrieval (page 55).
Tunmer, W. E. and Chapman, J. W. (1996). ‘A developmental model of dyslexia: can the construct
be saved?’ Dyslexia, 2(3), 179–189.
The term dyslexia has been used to refer to children who unexpectedly fail to learn to