01 NRDC Dyslexia 1-88 update - Texthelp

Developmental dyslexia in adults: a research review 143
Learning to read calls upon many cognitive processes and involves many areas of the
brain. A breakdown in any of the contributing processes or areas may thus lead to an
inability to learn to read in the normal way. A difficulty in learning to read, or dyslexia,
should not be viewed as a condition in itself, but as a symptom of a breakdown in one or
more of the various processes involved (page 460).
Maughan, B. and Yule, W. (1994). Reading and Other Learning Disabilities. In M. Rutter & E.
Taylor & L. Hersov (Eds.), Child and Adolescent Psychiatry; modern approaches. Oxford:
Blackwell Scientific Publications.
There are two important respects in which the concept of dyslexia seems to be
mistaken: firstly, the supposition that it is a distinct unitary condition; and secondly, that
the presence of a biological condition means that environmental influences are
unimportant. Quite the converse is true. Children with a biological impairment may be
more vulnerable to environmental adversities and reading difficulties are best seen as
the outcome of an interaction between constitutional deficits and environmental hazards
(page 651).
Badian, N. A. (1994). ‘Do dyslexic and other poor readers differ in reading-related cognitive
skills?’ Reading and Writing: An Interdisciplinary Journal, 6, 45–63.
… a significant weakness in word recognition and nonword reading accompanied by
deficits in both orthographic and phonological processing, manifested as failure in
automatic visual recognition and phonological recoding of graphic stimuli (page 61).
Aaron, P. G. (1989). Dyslexia & Hyperlexia. Boston, MA: Kluwer Academic Publishers.
… a form of reading disorder found in individuals who have average or superior listening
comprehension but whose reading performance is compromised by deficient
phonological skills (page 153).
Thomson, M. E. (1989). Developmental Dyslexia (2nd ed.). London: Cole & Whurr.
Developmental dyslexia is a severe difficulty with the written form of language
independent of intellectual, cultural and emotional causation. It is characterised by the
individual’s reading, writing and spelling attainments being well below the level expected
based on intelligence and chronological age (page 3).
Baddeley, A. D., Ellis, N. C., Miles, T. R. and Lewis, V. J. (1982). ‘Developmental and acquired
dyslexia: a comparison’. Cognition, 11, 185–199.
… a particular pattern of difficulties involving inconsistency between reading/spelling
performance and intelligence level in the absence of sensory defects or primary
emotional disturbance (page 187).
Note 1 The ‘definition of dyslexia—poor reading in relation to intelligence—is out of line
with traditional definitions’ (page 88). Miles, T. R. (1996). Peer review commentary ‘Are
dyslexics different? I & II’. Dyslexia, 2, 79–100.
Note 2 ‘In line with traditional usage, only those picked out by the ‘imbalance’ criteria