Overview

In every country, and in every language, a significant proportion of children struggle to master the skill of reading. In 2014, The Dyslexia Debate examined the problematic interpretation of the term 'dyslexia' as well as questioning its efficacy as a diagnosis. Ten years on, The Dyslexia Debate Revisited reflects on the changes in dyslexia assessment and treatment over the last decade, including the introduction of dyslexia legislation in many US states. Addressing the critical responses to their original challenge of the dyslexia construct, Julian G. Elliott and Elena L. Grigorenko also consider why, despite scientific critiques, existing dyslexia conceptions and assessment practices continue to be highly attractive to many professionals, individuals, and families. Based on current scientific knowledge, the authors strive to promote a shared understanding of reading difficulties and emphasize the importance of providing timely and appropriate intervention and support to anyone who faces difficulties with learning to read.

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9781009078665

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Julian G. Elliott is Principal of Collingwood College and Professor of Educational Psychology at the University of Durham, UK. He is a Fellow of the Academy of Social Sciences and a Fellow of the British Psychological Society. He is a former teacher of children with learning difficulties and a registered educational (school) psychologist. Elena L. Grigorenko is Professor of Psychology at the University of Houston. She received a Ph.D. in general (cognitive) psychology from Moscow State University; a Ph.D. in developmental psychology and genetics from Yale University; and her re-specialization in clinical (forensic) psychology from Fielding University. Dr. Grigorenko has published more than 600 peer-reviewed articles, book chapters, and books.

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