01 NRDC Dyslexia 1-88 update - Texthelp

Developmental dyslexia in adults: a research review 9
Foreword
This is a critical review of the extensive and complex research literature on developmental
dyslexia as it might apply to adults participating in courses which offer literacy, numeracy,
and English for speakers of other languages (ESOL). By using electronic databases, including
the Science Citation and Social Science Citation Indexes, ERIC and Medline, by making visual
inspections of library holdings at the Institute of Education, University of London and
elsewhere and by searching the Internet, we identified a large number of potentially relevant
book chapters or papers published in peer-reviewed journals. Although we set our watershed
at 1987, we included earlier items when continuing citation underlined their importance.
From more than three thousand items initially identified, we selected 1,800 items for
inspection. We obtained reprints or made photocopies of 1,220 items, which we then read and
annotated. Because very few of the items deal specifically and exclusively with adults and
even fewer dealt with adults in basic education, we have needed to make cautious inferences
from the literature on childhood dyslexia. In our review, we consider the major explanatory
theories of dyslexia and their implications for practice. We also consider some recent
alternative perspectives on developmental reading difficulties. A draft version was reviewed
by a panel of academic experts and this version incorporates nearly all of their suggested
amendments and additions.
We conclude that there is no evidence from research to support a policy of differentiating
dyslexic from non-dyslexic students in adult literacy, numeracy and ESOL. We offer five main
reasons for our conclusion. First, both dyslexic and non-dyslexic students need to acquire the
same knowledge and skills in literacy and numeracy. Second, structured and explicit tuition is
appropriate for both groups. Third, individual differences between students occur along many
dimensions, while all classification schemes entail overlapping categories. Fourth, diagnostic
protocols for dyslexia in adults cannot be used with any confidence either to ascertain the
causes (as opposed to the symptoms) of literacy or numeracy difficulties or to predict the
outcomes of interventions. Fifth, the construct of developmental dyslexia is insufficient for a
systematic and thorough appraisal of learners’ difficulties in adult education. With respect to
adult literacy, we also conclude that successful teaching is informed by the tutor’s
understanding of ‘normal’ language and literacy acquisition.
Our conclusions are not to be taken to mean that ‘nothing works’; practitioners know many
things that have ‘worked’ for particular learners. However, that is professional wisdom based
on experience and an analysis of that knowledge was not part of our remit. Nevertheless,
there is a clear need for research which draws on practitioner knowledge and wisdom and
investigates whether there are grounds for categorising learners as either ‘dyslexic’ or as
‘ordinary’ adult learners with literacy, numeracy and language needs. As our research shows
that there are multiple reasons why adults find learning literacy, numeracy and ESOL difficult,
we should extend our knowledge of the diversity of causes and the strategies needed to help
adults improve their skills.
Michael Rice
Dr Michael Rice (University of Cambridge, formerly Senior Research Officer, NRDC Institute
of Education)
with
Greg Brooks
Research Director, NRDC Sheffield, and Professor of Education, University of Sheffield