Child reading

An article outlines important questions to consider when working to understand dyslexia research and instruction as well as discusses policy implications.

The article begins by discussing the controversies with defining dyslexia. They outline the many disagreements surrounding the best way to define dyslexia as well as the fact that some people argue it is not a useful classification. The authors suggest that because of these controversies, the prevalence rates of dyslexia range from as little as 5% of the population to 20%.

The article also highlights an array of questions that one may ask when working to understand dyslexia. The authors discuss why and how there may be a biological basis for some children’s abilities to become literate. Additionally, they argue that there is no difference between those diagnosed with dyslexia and others who struggle with learning to read words. They also argue that while there is no one correct way to teach children who have learning difficulties to read, changes need to be made to improve the educational system.

Utilizing their many arguments regarding dyslexia as support, they suggest many policy implications. They suggest that while there are likely biological dimensions to reading disabilities, there is no way to translate them into implications for educational practice.