The dyslexia debate: life without the label

Gibbs, S.; Elliott, J.

Abstract

In this paper, we discuss the problematic use of the term dyslexia. Noting that there are no unambiguous objective diagnostic criteria for ‘dyslexia’, in part because this term is understood in multiple ways, we discuss its relevance for informing educational assessment, intervention and resourcing. We conclude by highlighting how current approaches to dyslexia diagnosis and remediation typically fail to serve the needs of large numbers of struggling readers. In their place, we advocate ‘Response to Intervention’ as an ethically and educationally justified approach to tackling severe reading difficulties, but also highlight continuing challenges to its effective implementation.

Citation

Gibbs, S., & Elliott, J. (2020). The dyslexia debate: life without the label. Oxford Review of Education, 46(4), 487-500. https://doi.org/10.1080/03054985.2020.1747419

• Journal Article Type: Article
• Acceptance Date: Mar 12, 2020
• Online Publication Date: Aug 13, 2020
• Publication Date: 2020
• Deposit Date: May 5, 2020
• Publicly Available Date: Aug 20, 2020
• Journal: Oxford Review of Education
• Print ISSN: 0305-4985
• Electronic ISSN: 1465-3915
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 46
• Issue: 4
• Pages: 487-500
• DOI: https://doi.org/10.1080/03054985.2020.1747419
• Public URL: https://durham-repository.worktribe.com/output/1264904