Education research ignites Dyslexia debate
(2 September 2005)
A Professor at Durham University’s School of Education has sparked a major debate about the status of dyslexia and the value of labelling of some people with reading problems as “dyslexic”.
He says there is no consensus about to define dyslexia and what diagnostic criteria to use. He says a “dyslexia industry” has grown up based in a spurious link between diagnosis and intervention. This leads to expectations that being diagnosed “dyslexic” is a signpost to recovery, and that dyslexia implies that someone is intellectually bright, in spite of their reading problems – which Professor Elliott says is not necessarily the case.
Instead, he says, there needs to be more attention on assessing and addressing individual reading problems.
Professor Elliott is a former teacher of children with learning difficulties, educational psychologist and President of the International Association for Cognitive Education.
and a Professor Elliott profile: