The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
Do we really need a new definition of dyslexia? A commentary
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00305-y. Online ahead of print.ABSTRACTWe provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when consid...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Maggie Snowling Charles Hulme Source Type: research
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Ann Dyslexia. 2024 Mar 25. doi: 10.1007/s11881-024-00303-0. Online ahead of print.ABSTRACTWe address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within...
Source: Annals of Dyslexia - March 25, 2024 Category: Neurology Authors: Sharon Vaughn Jeremy Miciak Nathan Clemens Jack M Fletcher Source Type: research
