Dyslexia Around the World: A Snapshot

Mather, Nancy; White, Jennifer M.; Youman, Martha

doi:10.18666/ldmj-2020-v25-i1-9552

Cited by 22 publications

(20 citation statements)

References 11 publications

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“…A persuasive argument for continuing with the term dyslexia is that despite the flaws noted in this article, this construct has the power to influence government policy, educational practice, and lay perceptions in ways that can lead to increased legislation and resourcing on a scale that would otherwise be difficult to achieve. Although one would rarely find this position explicitly expressed in the scientific literature (for a critique, see Gabriel, 2020), dyslexia associations have been exceedingly successful in gaining political and legislative support across the world (Mather, White, & Youman, 2020), particularly in the United States, where skillful lobbying by advocacy groups has seen dyslexia legislation spread rapidly to almost all of the states (National Center on Improving Literacy, 2020).…”

Section: Why Is Scientific Knowledge Treated So Unscientifically?mentioning

confidence: 99%

It’s Time to Be Scientific About Dyslexia

Elliott

2020

Reading Research Quarterly

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Tha author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in impoverished practice in schools, social inequity in both understanding and provision for many struggling readers, and ultimately, reduced life chances for millions of students worldwide. Key to this problem is the inconsistency of the use of the term dyslexia in both scientific research and clinical and educational practice. Four different, common conceptions of dyslexia are outlined, and the implications that each of these have for work with struggling readers are discussed. Whereas it is often claimed that scientific understandings, derived from genetics, neuroscience, and cognitive science, enable clinicians to validly identify, from within a larger group of poor readers, those individuals with dyslexia, the author shows this to be not only misleading but also potentially deleterious to broader inclusive practice. The author argues that the seemingly scientifically based construction of the dyslexic individual, often buoyed by vested interests, typically favors more socially privileged students and often undermines attempts to identify and help all of those who struggle to learn to read. Common responses by proponents to challenges to the dyslexia construct are outlined and discussed. In conclusion, the author argues that scientists, researchers, clinicians, and educators have a responsibility to address and confront the real‐world consequences of much science but little wisdom in the field of reading disability.

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Section: Why Is Scientific Knowledge Treated So Unscientifically?mentioning

confidence: 99%

It’s Time to Be Scientific About Dyslexia

Elliott

2020

Reading Research Quarterly

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“…Developmental dyslexia is now recognized worldwide as a specific learning disability (Mather et al, 2020). In the United States, grass roots organizations of parents and educators have advocated for state legislation to better address dyslexia (Youman & Mather, 2018).…”

mentioning

confidence: 99%

A Cumulative Risk and Resilience Model of Dyslexia

Catts

Petscher

2021

J Learn Disabil

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Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalized dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This view fits well with a preventive approach in which risk for reading disability is identified and addressed prior to children experiencing reading failure. A risk–resilience model is introduced that proposes that dyslexia is due to the cumulative effects of risk and resilience factors. Evidence for the multifactorial causal basis of dyslexia is reviewed and potential factors that may offset this risk are considered. The implications of a cumulative risk and resilience model for early identification and intervention is discussed.

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“…A recent review [12] about dyslexia around the world provides a global picture of this type of SLD. Worldwide, numerous institutions and schools offer support for parents, teachers, and people with dyslexia.…”

Section: Introductionmentioning

confidence: 99%

“…According to Mather et al [12], in Ibero-America, only Brazil, Costa Rica, and Spain are International Dyslexia Association (IDA) global partners. Additionally, Brazil, Costa Rica, and Puerto Rico have schools and centers that serve students with dyslexia.…”

Section: Introductionmentioning

confidence: 99%

Moving beyond Limitations: Designing the Helpdys App for Children with Dyslexia in Rural Areas

et al. 2021

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Dyslexia is a relatively common language disorder which is generally ignored in rural communities. It hinders children’s learning processes and, in some cases, is the cause of dropouts or violence in schools. The present work strives to create a web and mobile app as a preliminary step towards the diagnosis and treatment of dyslexic children. Apps providing didactic educational games and activities improve literacy skills for students with reading disabilities. The current work incorporates user experience and prototyping to fulfill app requirements. The authors evaluated the apps with the Mobile App Rating Scale (MARS) tool to assess engagement, functionality, aesthetics, and information. The app’s improvements were immediately implemented and tested in the “Escuela Linea Equinoccial” (Ecuador) school, proving its utility for future use in the education system. The app can be a valuable tool for children with dyslexia to progress successfully through school, raising their self-confidence and, thereby, helping them reach their full potential as adults able to make a positive contribution to society.

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Dyslexia Around the World: A Snapshot

Cited by 22 publications

References 11 publications

It’s Time to Be Scientific About Dyslexia

It’s Time to Be Scientific About Dyslexia

A Cumulative Risk and Resilience Model of Dyslexia

Moving beyond Limitations: Designing the Helpdys App for Children with Dyslexia in Rural Areas

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