Revisiting the definition of dyslexia

Journal article

Catts, Hugh W., Terry, Nicole Patton, Lonigan, Christopher J., Compton, Donald, Wagner, Richard K., Steacy, Laura M., Farquharson, Kelly and Petscher, Yaacov. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. pp. 1-21. https://doi.org/10.1007/s11881-023-00295-3
AuthorsCatts, Hugh W., Terry, Nicole Patton, Lonigan, Christopher J., Compton, Donald, Wagner, Richard K., Steacy, Laura M., Farquharson, Kelly and Petscher, Yaacov
Abstract

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.

KeywordsDefinition; Dyslexia; Exclusionary criteria; Multifactorial causal models; Reading disabilities
Year01 Jan 2024
JournalAnnals of Dyslexia
Journal citationpp. 1-21
PublisherSpringer
ISSN1934-7243
Digital Object Identifier (DOI)https://doi.org/10.1007/s11881-023-00295-3
Web address (URL)https://link.springer.com/article/10.1007/s11881-023-00295-3
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1-21
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print09 Jan 2024
Publication process dates
Accepted14 Dec 2023
Deposited27 Aug 2024
Additional information

© The Author(s), under exclusive licence to The International Dyslexia Association, 2024.

Place of publicationUnited States
Permalink -

https://acuresearchbank.acu.edu.au/item/90x31/revisiting-the-definition-of-dyslexia

Log in to edit

Restricted files

Publisher's version

  • 2
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?
Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M. and Compton, D. C.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition. 26(5), pp. 924-941. https://doi.org/10.1017/S1366728923000093
Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students
Elleman, Amy M., Steacy, Laura M., Gilbert, Jennifer, Cho, Eunsoo, Miller, Amanda C., Coyne-Green, Aviva, Pritchard, Penn, Fields, R. Stacy, Schaeffer, Samantha and Compton, Donald. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences. 98, pp. 1-13. https://doi.org/10.1016/j.lindif.2022.102182
Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading
Steacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly and Compton, Donald L.. (2022). Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading. Scientific Studies of Reading. 26(6), pp. 527-544. https://doi.org/10.1080/10888438.2022.2077109
Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance
Edwards, Ashley A., Steacy, Laura M., Siegeleman, Noam, Rigobon, Valeria M., Kearns, Devin M., Rueckl, Jay G and Compton, Donald L.. (2022). Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance. Journal of Educational Psychology. 114(6), pp. 1242-1256. https://doi.org/10.1037/edu0000696
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia
Steacy, Laura M., Edwards, Ashley A., Rueckl, Jay G., Petscher, Yaacov and Compton, Donald. (2021). Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia. Child Development. 92(3), pp. 252-269. https://doi.org/10.1111/cdev.13468
Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction.
Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald, Geary, David C. and Changas, Paul. (2021). Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology. 113(1), pp. 86-103. https://doi.org/10.1037/edu0000467
Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader
Collins, Alyson A., Compton, Donald L., Lindström, Esther R. R. and Gilbert, Jennifer K.. (2020). Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader. Reading and Writing. 33(3), pp. 605-634. https://doi.org/10.1007/s11145-019-09972-5
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Siegelman, Noam, Rueckl, Jay G., Steacy, Laura M., Frost, Stephen J., van den Bunt, Mark, Zevin, Jason D., Seidenberg, Mark S. S., Pugh, Kenneth R., Compton, Donald L. and Morris, Robin D.. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language. 114, pp. 1-14. https://doi.org/10.1016/j.jml.2020.104145
Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach
Cho, Eunsoo, Compton, Donald and Josol, Cynde Katherine. (2020). Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach. Reading and Writing. 33(3), pp. 719-739. https://doi.org/10.1007/s11145-019-09984-1
Past perspectives and new opportunities for the explanatory item response model
Petscher, Yaacov, Compton, Donald, Steacy, Laura M. and Kinnon, Hannah. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia : an interdisciplinary journal of specific language disability. 70(2), pp. 160-179. https://doi.org/10.1007/s11881-020-00204-y
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter?
Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas and Compton, Donald. (2020). Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter? Journal of Learning Disabilities. 53(5), pp. 380-398. https://doi.org/10.1177/0022219419898887
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Steacy, Laura M., Compton, Donald, Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J. and Pugh, Kenneth R.. (2019). Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers. Scientific Studies of Reading. 23(1), pp. 49-63. https://doi.org/10.1080/10888438.2018.1466303
Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities
Steacy, Laura M. and Compton, Donald. (2019). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology. 178, pp. 226-250. https://doi.org/10.1016/j.jecp.2018.09.007
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer, Compton, Donald, Cho, Eunsoo and Patton, Samuel. (2019). A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers. Journal of Learning Disabilities. 52(3), pp. 195-208. https://doi.org/10.1177/0022219418809080
Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Compton, Donald, Steacy, Laura M., Petscher, Yaacov, Rueckl, Jay G., Landi, Nicole and Pugh, Kenneth R.. (2019). Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers. New Directions in Child and Adolescent Development. 2019(165), pp. 55-71. https://doi.org/10.1002/cad.20294
Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice
Grigorenko, Elena L., Compton, Donald, Fuchs, Lynn S., Wagner, Richard K., Willcutt, Erik G. and Fletcher, Jack M.. (2019). Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice. American Psychologist. 75(1), pp. 37-51. https://doi.org/10.1037/amp0000452
The Role of Set for Variability in Irregular Word Reading : Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities
Steacy, Laura M., Wade-Woolley, Lesly, Rueckl, Jay G., Pugh, Kenneth R., Elliott, James D. and Compton, Donald. (2019). The Role of Set for Variability in Irregular Word Reading : Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities. Scientific Studies of Reading. 23(6), pp. 523-532. https://doi.org/10.1080/10888438.2019.1620749
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program : A Step Toward Aptitude-by-Treatment Interaction
Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer, Patton, Samuel, Peng, Peng and Compton, Donald. (2019). Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program : A Step Toward Aptitude-by-Treatment Interaction. Exceptional Children. 85(2), pp. 229-247. https://doi.org/10.1177/0014402918802801
Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis
Collins, Alyson A., Lindström, Esther R. R. and Compton, Donald L.. (2018). Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis. Journal of Learning Disabilities. 51(2), pp. 108-123. https://doi.org/10.1177/0022219417704636
Upside-Down Response to Intervention: A Quasi-Experimental Study
Bouton, Bobette, McConnell, John R., Barquero, Laura A., Gilbert, Jennifer K. and Compton, Donald L.. (2018). Upside-Down Response to Intervention: A Quasi-Experimental Study. Learning Disabilities Research & Practice. 33(4), pp. 229-236. https://doi.org/10.1111/ldrp.12171