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11.09.2024

Dyslexia in the 21st century: revisiting the consensus definition

verfasst von: Timothy N. Odegard, Emily A. Farris, Anna E. Middleton

Erschienen in: Annals of Dyslexia | Ausgabe 3/2024

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Abstract

Two decades after the International Dyslexia Association (IDA) adopted the 2002 consensus definition of dyslexia, this special issue of the Annals of Dyslexia revisits that definition in light of advances in scientific understanding and evolving needs. Through contributions from leading researchers and interdisciplinary teams, the issue examines the strengths and limitations of the definition as it has been applied in research, policy, and practice. Key themes emerged, which included reconsidering the need to include the neurobiological basis of dyslexia in the definition, the intersection of literacy challenges and mental health, and the role of context in shaping how dyslexia is defined. Contributors to this special issue also reflected on how the definition serves different audiences, including educators, policymakers, and families. As the IDA embarks on a thoughtful reassessment of the 2002 definition, this collection of articles offers insights to guide the path forward, ensuring the definition remains a robust tool for research, identification, intervention, and advocacy in the coming years.

Carioti, D., Masia, M. F., Travellini, S., & Berlingeri, M. (2021). Orthographic depth and developmental dyslexia: A meta-analytic study. Annals of Dyslexia, 71(3), 399–438. https://doi.org/10.1007/s11881-021-00226-0CrossRef

Carroll, J., Holden, C., Kirby, P., Thompson, P. A., & Snowling, M. J. (2024). Towards a consensus on dyslexia: Findings from a Delphi study. https://osf.io/preprints/osf/tb8mp. Accessed 1 Aug 2024

Catts, H. W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55(3), 171–184. https://doi.org/10.1177/00222194211037062CrossRef

*Catts, H. W., Terry, N. P., Lonigan, C. J., Compton, D. L., Wagner, R. K., Steacy, L. M., Farquharson, K., & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. https://doi.org/10.1007/s11881-023-00295-3

Donolato, E., Cardillo, R., Mammarella, I. C., & Melby-Lervåg, M. (2022). Research review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: A systematic review and meta-analysis. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 63(5), 507–518. https://doi.org/10.1111/jcpp.13536CrossRef

*Elliott, J. G., & Grigorenko, E. L. (2024). Dyslexia in the twenty-first Century: A commentary on the IDA definition of dyslexia. Annals of Dyslexia. https://doi.org/10.1007/s11881-024-00311-0

Farris, E. A., Cristan, T., Bernstein, S. E., & Odegard, T. N. (2021). Morphological awareness and vocabulary predict reading resilience in adults. Annals of Dyslexia, 71(2), 347–371. https://doi.org/10.1007/s11881-021-00236-yCrossRef

Fishstrom, S., Capin, P., Fall, A. M., Roberts, G., Grills, A. E., & Vaughn, S. (2024). Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. Annals of Dyslexia, 74, 123–141. https://doi.org/10.1007/s11881-024-00299-7CrossRef

Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta analysis. Clinical Psychology Review, 67, 45–60. https://doi.org/10.1016/j.cpr.2018.09.002CrossRef

*Gearin, B., Turtura, J., Anderson, K., Durrance, S., Mele-McCarthy, J., Schultz, L., & Spitulnik, K. (2024). An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. Annals of Dyslexia. https://doi.org/10.1007/s11881-024-00310-1

Grills, A. E., Fletcher, J. M., Vaughn, S. R., & Bowman, C. (2023). Internalizing symptoms and reading difficulties among early elementary school students. Child Psychiatry and Human Development, 54(4), 1064–1074. https://doi.org/10.1007/s10578-022-01315-wCrossRef

Haft, S. L., Myers, C. A., & Hoeft, F. (2016). Socio-emotional and cognitive resilience in children with reading disabilities. Current Opinion in Behavioral Sciences, 10, 133–141. https://doi.org/10.1016/j.cobeha.2016.06.005CrossRef

Haft, S. L., Chen, T., Leblanc, C., Tencza, F., & Hoeft, F. (2019). Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder. Child and Adolescent Mental Health, 24(4), 318–328. https://doi.org/10.1111/camh.12331CrossRef

Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, P., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta-analysis. Reading Research Quarterly, 58, 285–312. https://doi.org/10.1002/rrq.477CrossRef

Individuals with Disabilities Education Act of 2004. (2004). Pub. L. No. 108-446, 118 Stat. 2647.

Kirby, P., Holden, C., Thompson, P. A., Snowling, M. J., & Carroll, J. (2024). Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification. Retrieved August 1, 2024. https://osf.io/preprints/edarxiv/g7m8n

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. https://doi.org/10.1007/s11881-003-0001-9CrossRef

McArthur, G., Badcock, N., Castles, A., & Robidoux, S. (2022). Tracking the relations between children’s reading and emotional health across time: Evidence from four large longitudinal studies. Reading Research Quarterly, 57(2), 555–585. https://doi.org/10.1002/rrq.426CrossRef

Odegard, T. N., Farris, E. A., Middleton, A. E., Rimrodt-Frierson, S., & Washington, J. A. (in press). Recent trends in dyslexia law. In Okolo, N. Patton Terry, & L. Cutting (Eds.), Handbook of Learning Disabilities (3rd ed.). Guilford Press

Rose, J. (2009). Identifying and teaching children with dyslexia and other literacy difficulties. Retrieved August 1, 2024 https://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf

*Snowling, M., & Hulme, C. (2024). Do we really need a new definition of dyslexia? A commentary. Annals of Dyslexia. https://doi.org/10.1007/s11881-024-00305-y

Traficante, D., Andolfi, V., & Wolf, M. (2017). Literacy abilities and well-being in children: Findings from the application of EUREKA, the Italian adaptation of the RAVE-O Program. Form@re - Open Journal Per La Formazione in Rete, 17(2), 12–38. https://doi.org/10.13128/formare-21015

Vaughn, S., Grills, A. E., Capin, P., Roberts, G., Fall, A. M., & Daniel, J. (2022). Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 55(5), 408–426. https://doi.org/10.1177/00222194211053225CrossRef

*Vaughn, S., Miciak, J., Clemens, N., & Fletcher, J. M. (2024). The critical role of instructional response in defining and identifying students with dyslexia: A case for updating existing definitions. Annals of Dyslexia. https://doi.org/10.1007/s11881-024-00303-0

Vieira, A. P. A., Peng, P., Antoniuk, A., DeVries, J., Rothou, K., Parrila, R., & Georgiou, G. (2024). Internalizing problems in individuals with reading, mathematics, and unspecified learning difficulties: A systematic review and meta-analysis. Annals of Dyslexia, 74(1), 4–26. https://doi.org/10.1007/s11881-023-00294-4CrossRef

Williams, C. J., Chen, J. M., Quirion, A., & Hoeft, F. (2024). Peer mentoring for students with learning disabilities: The importance of shared experience on students’ social and emotional development. Frontiers in Education, 9, Article 1292717. https://doi.org/10.3389/feduc.2024.1292717

*Wolf, M., Gotlieb, R. J. M., Kim, S. A., Pedroza, V., Rhinehart, L. V., Gorno Tempini, M. L., & Sears, S. (2024). Towards a dynamic, comprehensive conceptualization of dyslexia. Annals of Dyslexia. https://doi.org/10.1007/s11881-023-00297-1

Titel: Dyslexia in the 21st century: revisiting the consensus definition
verfasst von: Timothy N. Odegard
Emily A. Farris
Anna E. Middleton
Publikationsdatum: 11.09.2024
Verlag: Springer US
Erschienen in: Annals of Dyslexia / Ausgabe 3/2024
Print ISSN: 0736-9387
Elektronische ISSN: 1934-7243
DOI: https://doi.org/10.1007/s11881-024-00316-9

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Dyslexia in the 21st century: revisiting the consensus definition

Abstract

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