Outputs (3)

It’s Time to Be Scientific About Dyslexia (2020)
Journal Article
Elliott, J. (2020). It’s Time to Be Scientific About Dyslexia. Reading Research Quarterly, 55(51), 561-575. https://doi.org/10.1002/rrq.333

The 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 imp... Read More about It’s Time to Be Scientific About Dyslexia.

The dyslexia debate: life without the label (2020)
Journal Article
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

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 ed... Read More about The dyslexia debate: life without the label.

Research studies on dyslexia: participant inclusion and exclusion criteria (2020)
Journal Article
Lopes, J., Gomes, C., Oliveira, C., & Elliott, J. (2020). Research studies on dyslexia: participant inclusion and exclusion criteria. European Journal of Special Needs Education, 35(5), 587-602. https://doi.org/10.1080/08856257.2020.1732108

Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often us... Read More about Research studies on dyslexia: participant inclusion and exclusion criteria.