Revisiting the definition of dyslexia

被引：14

作者：

Catts, Hugh W. ^{[1
]}

Terry, Nicole Patton ^{[1
]}

Lonigan, Christopher J. ^{[1
]}

Compton, Donald L. ^{[1
]}

Wagner, Richard K. ^{[1
]}

Steacy, Laura M. ^{[1
]}

Farquharson, Kelly ^{[1
]}

Petscher, Yaacov ^{[1
]}

机构：

[1] Florida State Univ, Florida Ctr Reading Res, 2010 Levy Ave Suite 100, Tallahassee, FL 32310 USA

来源：

ANNALS OF DYSLEXIA | 2024年 / 74卷 / 03期

关键词：

Definition; Dyslexia; Exclusionary criteria; Multifactorial causal models; Reading disabilities; DEVELOPMENTAL LANGUAGE DISORDER; READING-COMPREHENSION; PHONOLOGICAL AWARENESS; LEARNING-DISABILITIES; EARLY IDENTIFICATION; WORD RECOGNITION; CHILDREN; DEFICIT; INTERVENTION; METAANALYSIS;

D O I：

10.1007/s11881-023-00295-3

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

引用

页码：282 / 302

页数：21

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