Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities

Intensive summer intervention drives linear growth of reading skill in struggling readers

“…The results of this intervention study support the stance that viewing a child's reading disability in the context of their comparative IQ does not provide insight into their propensity for remediation (Al Otaiba & Fuchs, 2002;Vellutino et al, 2000). The importance of an IQ-reading score discrepancy for defining dyslexia (Rutter & Yule, 1975) has been consistently refuted in the literature (Berninger, 2001;Ferrer et al, 2010;Fletcher et al, 1994;Schatschneider et al, 2008;Siegel, 1989;Stanovich, 1996;Stuebing et al, 2002;Vellutino et al, 2000), leading to revised legislation (Individuals with Disabilities Education Act (2015)). We provide further evidence that this discrepancy does not provide useful prognostic information for intervention outcomes.…”

“…Neuroimaging studies further support the role of phonological processing deficits in dyslexia (Eden & Zeffiro, 1998;Hoeft et al, 2006Hoeft et al, , 2011Kovelman et al, 2012;Saygin et al, 2013;Yeatman, Dougherty, Ben-Shachar, & Wandell, 2012) and have shown that successful intervention leads to changes in phonological processing circuits (Barquero, Davis, & Cutting, 2014;Blau, van Atteveldt, Ekkebus, Goebel, & Blomert, 2009;Krafnick, Flowers, Napoliello, & Eden, 2011;Romeo et al, 2017;Temple et al, 2003). Research into the utility of phonological awareness-based interventions for struggling youth suggests that even the most severely disabled children will respond to directed instruction and that the earlier in a child's life you intervene, the more substantive and expeditious the outcomes for the average child (Berninger, 2001;Lovett et al, 2017;National Reading Panel, 2000;Snow, Burns, & Griffin, 1999). Further work supports the importance of incorporating strategies for comprehension and fluent reading skill, on top of a foundation of phonological awareness (Morris et al, 2012;Stevens et al, 2016;Wolf & Katzir-Cohen, 2001).…”

Intensive summer intervention drives linear growth of reading skill in struggling readers

“…The results of this intervention study support the stance that viewing a child's reading disability in the context of their comparative IQ does not provide insight into their propensity for remediation (Al Otaiba & Fuchs, 2002;Vellutino et al, 2000). The importance of an IQ-reading score discrepancy for defining dyslexia (Rutter & Yule, 1975) has been consistently refuted in the literature (Berninger, 2001;Ferrer et al, 2010;Fletcher et al, 1994;Schatschneider et al, 2008;Siegel, 1989;Stanovich, 1996;Stuebing et al, 2002;Vellutino et al, 2000), leading to revised legislation (Individuals with Disabilities Education Act (2015)). We provide further evidence that this discrepancy does not provide useful prognostic information for intervention outcomes.…”

“…Neuroimaging studies further support the role of phonological processing deficits in dyslexia (Eden & Zeffiro, 1998;Hoeft et al, 2006Hoeft et al, , 2011Kovelman et al, 2012;Saygin et al, 2013;Yeatman, Dougherty, Ben-Shachar, & Wandell, 2012) and have shown that successful intervention leads to changes in phonological processing circuits (Barquero, Davis, & Cutting, 2014;Blau, van Atteveldt, Ekkebus, Goebel, & Blomert, 2009;Krafnick, Flowers, Napoliello, & Eden, 2011;Romeo et al, 2017;Temple et al, 2003). Research into the utility of phonological awareness-based interventions for struggling youth suggests that even the most severely disabled children will respond to directed instruction and that the earlier in a child's life you intervene, the more substantive and expeditious the outcomes for the average child (Berninger, 2001;Lovett et al, 2017;National Reading Panel, 2000;Snow, Burns, & Griffin, 1999). Further work supports the importance of incorporating strategies for comprehension and fluent reading skill, on top of a foundation of phonological awareness (Morris et al, 2012;Stevens et al, 2016;Wolf & Katzir-Cohen, 2001).…”

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

“…Prior to the publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐5) in 2013, SLDs including dyslexia were diagnosed using a discrepancy model that sought to identify a statistically significant difference (usually 1.5 standard deviations or more) between cognitive ability (or full‐scale IQ as measured on a standardised assessment) and academic achievement (Berninger, 2001; Miciak & Fletcher, 2020; Snowling et al, 2020). With growing evidence of the tenuous link between IQ and SLDs (e.g., Siegel, 1989; Stuebing et al, 2002; Tanaka et al, 2011), this model eventually fell out of favour and was replaced in the DSM‐5 with an alternative model (Tannock, 2013), that instead emphasised not only the existence of a normative achievement deficit (defined as ‘low academic achievement for age or average achievement that is sustainable only by extraordinarily high levels of effort or support’, American Psychiatric Association, 2013, p. 69), but also poor response to ‘interventions that target those difficulties’ (American Psychiatric Association, 2013, p. 66).…”

Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia

“…They would accord with the types of multivariate curricular strategies suggested by Wolf and her colleagues [133][134]. They would also accord with the recommendations made by those researchers and clinicians who have suggested the value of linking the development of both skills and automaticity in reading, writing and spelling [107,[166][167][168][169][170][171].…”

Intensive summer intervention drives linear growth of reading skill in struggling readers

“…The results of this intervention study support the stance that viewing a child's reading disability in the context of their comparative IQ does not provide insight into their propensity for remediation (Al Otaiba & Fuchs, 2002;Vellutino et al, 2000). The importance of an IQ-reading score discrepancy for defining dyslexia (Rutter & Yule, 1975) has been consistently refuted in the literature (Berninger, 2001;Ferrer et al, 2010;Fletcher et al, 1994;Schatschneider et al, 2008;Siegel, 1989;Stanovich, 1996;Stuebing et al, 2002;Vellutino et al, 2000), leading to revised legislation (Individuals with Disabilities Education Act (2015)). We provide further evidence that this discrepancy does not provide useful prognostic information for intervention outcomes.…”

“…Neuroimaging studies further support the role of phonological processing deficits in dyslexia (Eden & Zeffiro, 1998;Hoeft et al, 2006Hoeft et al, , 2011Kovelman et al, 2012;Saygin et al, 2013;Yeatman, Dougherty, Ben-Shachar, & Wandell, 2012) and have shown that successful intervention leads to changes in phonological processing circuits (Barquero, Davis, & Cutting, 2014;Blau, van Atteveldt, Ekkebus, Goebel, & Blomert, 2009;Krafnick, Flowers, Napoliello, & Eden, 2011;Romeo et al, 2017;Temple et al, 2003). Research into the utility of phonological awareness-based interventions for struggling youth suggests that even the most severely disabled children will respond to directed instruction and that the earlier in a child's life you intervene, the more substantive and expeditious the outcomes for the average child (Berninger, 2001;Lovett et al, 2017;National Reading Panel, 2000;Snow, Burns, & Griffin, 1999). Further work supports the importance of incorporating strategies for comprehension and fluent reading skill, on top of a foundation of phonological awareness (Morris et al, 2012;Stevens et al, 2016;Wolf & Katzir-Cohen, 2001).…”

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

“…Prior to the publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐5) in 2013, SLDs including dyslexia were diagnosed using a discrepancy model that sought to identify a statistically significant difference (usually 1.5 standard deviations or more) between cognitive ability (or full‐scale IQ as measured on a standardised assessment) and academic achievement (Berninger, 2001; Miciak & Fletcher, 2020; Snowling et al, 2020). With growing evidence of the tenuous link between IQ and SLDs (e.g., Siegel, 1989; Stuebing et al, 2002; Tanaka et al, 2011), this model eventually fell out of favour and was replaced in the DSM‐5 with an alternative model (Tannock, 2013), that instead emphasised not only the existence of a normative achievement deficit (defined as ‘low academic achievement for age or average achievement that is sustainable only by extraordinarily high levels of effort or support’, American Psychiatric Association, 2013, p. 69), but also poor response to ‘interventions that target those difficulties’ (American Psychiatric Association, 2013, p. 66).…”

Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia

“…They would accord with the types of multivariate curricular strategies suggested by Wolf and her colleagues [133][134]. They would also accord with the recommendations made by those researchers and clinicians who have suggested the value of linking the development of both skills and automaticity in reading, writing and spelling [107,[166][167][168][169][170][171].…”

Intensive summer intervention drives linear growth of reading skill in struggling readers

“…The results of this intervention study support the stance that viewing a child's reading disability in the context of their comparative IQ does not provide insight into their propensity for remediation (Al Otaiba & Fuchs, 2002;Vellutino et al, 2000). The importance of an IQ-reading score discrepancy for defining dyslexia (Rutter & Yule, 1975) has been consistently refuted in the literature (Berninger, 2001;Ferrer et al, 2010;Fletcher et al, 1994;Schatschneider et al, 2008;Siegel, 1989;Stanovich, 1996;Stuebing et al, 2002;Vellutino et al, 2000), leading to revised legislation (Individuals with Disabilities Education Act (2015)). We provide further evidence that this discrepancy does not provide useful prognostic information for intervention outcomes.…”

“…Neuroimaging studies further support the role of phonological processing deficits in dyslexia (Eden & Zeffiro, 1998;Hoeft et al, 2006Hoeft et al, , 2011Kovelman et al, 2012;Saygin et al, 2013;Yeatman, Dougherty, Ben-Shachar, & Wandell, 2012) and have shown that successful intervention leads to changes in phonological processing circuits (Barquero, Davis, & Cutting, 2014;Blau, van Atteveldt, Ekkebus, Goebel, & Blomert, 2009;Krafnick, Flowers, Napoliello, & Eden, 2011;Romeo et al, 2017;Temple et al, 2003). Research into the utility of phonological awareness-based interventions for struggling youth suggests that even the most severely disabled children will respond to directed instruction and that the earlier in a child's life you intervene, the more substantive and expeditious the outcomes for the average child (Berninger, 2001;Lovett et al, 2017;National Reading Panel, 2000;Snow, Burns, & Griffin, 1999). Further work supports the importance of incorporating strategies for comprehension and fluent reading skill, on top of a foundation of phonological awareness (Morris et al, 2012;Stevens et al, 2016;Wolf & Katzir-Cohen, 2001).…”

Twice‐exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child

“…Prior to the publication of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐5) in 2013, SLDs including dyslexia were diagnosed using a discrepancy model that sought to identify a statistically significant difference (usually 1.5 standard deviations or more) between cognitive ability (or full‐scale IQ as measured on a standardised assessment) and academic achievement (Berninger, 2001; Miciak & Fletcher, 2020; Snowling et al, 2020). With growing evidence of the tenuous link between IQ and SLDs (e.g., Siegel, 1989; Stuebing et al, 2002; Tanaka et al, 2011), this model eventually fell out of favour and was replaced in the DSM‐5 with an alternative model (Tannock, 2013), that instead emphasised not only the existence of a normative achievement deficit (defined as ‘low academic achievement for age or average achievement that is sustainable only by extraordinarily high levels of effort or support’, American Psychiatric Association, 2013, p. 69), but also poor response to ‘interventions that target those difficulties’ (American Psychiatric Association, 2013, p. 66).…”

Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia

“…They would accord with the types of multivariate curricular strategies suggested by Wolf and her colleagues [133][134]. They would also accord with the recommendations made by those researchers and clinicians who have suggested the value of linking the development of both skills and automaticity in reading, writing and spelling [107,[166][167][168][169][170][171].…”