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Toward an Improved Understanding of Dyslexia: Reflections on a New Consensus Definition and Its Implications.

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Τίτλος: Toward an Improved Understanding of Dyslexia: Reflections on a New Consensus Definition and Its Implications.
Συγγραφείς: Morsanyi K; Department of Mathematics Education, Loughborough University, UK., Paracchini S; School of Medicine, University of St Andrews, UK., Krishnan S; Psychology and Language Sciences, University College London, UK., Manning C; School of Psychology, University of Birmingham, UK., Milne J; School of Humanities, Social Sciences and Law, University of Dundee, UK., Van Herwegen J; Department of Psychology and Human Development, Institute of Education, University College London, UK., Luciano M; Department of Psychology, University of Edinburgh, UK.
Πηγή: Dyslexia (Chichester, England) [Dyslexia] 2026 Feb; Vol. 32 (1), pp. e70022.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: John Wiley & Sons Country of Publication: England NLM ID: 9511375 Publication Model: Print Cited Medium: Internet ISSN: 1099-0909 (Electronic) Linking ISSN: 10769242 NLM ISO Abbreviation: Dyslexia Subsets: MEDLINE
Imprint Name(s): Original Publication: Chichester, England : John Wiley & Sons, c1995-
Ιατρικοί όροι (MeSH): Dyslexia*/diagnosis , Dyslexia*/therapy , Dyslexia*/classification , Consensus Statements as Topic*, Child ; Humans ; Consensus ; Delphi Technique ; United Kingdom
Περίληψη: Inconsistencies in the definition and diagnosis of dyslexia continue to impede research, assessment, and intervention. This paper, authored by members of the UK Specific Learning Difficulties Network, critically examines a recent effort to establish a consensus definition and guidance for assessment and intervention for dyslexia, which involved 58 experts from academia, practice and lived experience. The resulting framework offers a developmental, multifactorial and continuum-based perspective. It expands on prevailing definitions by highlighting the influence of multiple genetic, environmental and cognitive factors, as well as developmental changes in dyslexia profiles. However, unresolved issues remain, including ambiguity around prevalence and the role of general cognitive functioning, and a lack of clear guidance for educators. The definition also lacks clarity on assessment and intervention, especially in global contexts where teaching practice may be highly variable. Co-occurrence with language and mathematics difficulties is acknowledged but underexplored, limiting implications for practice. Whilst the Delphi method provides useful consensus, we also reflect on its limitations, including potential bias in the composition of the panel. Overall, the framework is a valuable step forward, but unresolved issues remain both from a research perspective and in terms of practical implementation.
(© 2025 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)
References: West J Nurs Res. 2016 Jan;38(1):3-4. (PMID: 26354412)
J Child Psychol Psychiatry. 2000 Oct;41(7):869-74. (PMID: 11079429)
Nat Hum Behav. 2023 Jul;7(7):1120-1134. (PMID: 37037991)
Proc Natl Acad Sci U S A. 2025 Jun 17;122(24):e2414598122. (PMID: 40493188)
J Child Psychol Psychiatry. 2022 Apr;63(4):397-417. (PMID: 34296774)
PLoS One. 2019 Jan 23;14(1):e0210448. (PMID: 30673720)
Dyslexia. 2025 Feb;31(1):e1800. (PMID: 39996532)
J Child Psychol Psychiatry. 2025 Jul;66(7):1065-1076. (PMID: 39996533)
Curr Dir Psychol Sci. 2020 Oct;29(5):431-437. (PMID: 33071483)
Mol Psychiatry. 2025 Jan;30(1):140-150. (PMID: 39009701)
Dyslexia. 2026 Feb;32(1):e70022. (PMID: 41397951)
PLoS One. 2010 Oct 28;5(10):e13712. (PMID: 21060895)
Commun Psychol. 2023 Oct 3;1(1):22. (PMID: 39242851)
NPJ Sci Learn. 2017 Jan 27;2:3. (PMID: 30631450)
Dyslexia. 2024 Feb;30(1):e1763. (PMID: 38232949)
Br J Psychol. 2018 Nov;109(4):917-940. (PMID: 29974939)
Science. 2001 Mar 16;291(5511):2165-7. (PMID: 11251124)
Prog Brain Res. 2016;227:277-304. (PMID: 27339016)
Nat Genet. 2022 Nov;54(11):1621-1629. (PMID: 36266505)
Elife. 2021 Sep 27;10:. (PMID: 34569931)
Dyslexia. 2022 May;28(2):132-148. (PMID: 34931397)
Mol Psychiatry. 2021 Jul;26(7):3004-3017. (PMID: 33057169)
Dtsch Arztebl Int. 2019 Feb 15;116(7):107-114. (PMID: 30905334)
Res Dev Disabil. 2020 Dec;107:103806. (PMID: 33152663)
Dyslexia. 2025 Feb;31(1):e1803. (PMID: 40012340)
Dyslexia. 2018 Feb;24(1):17-32. (PMID: 29230916)
PLoS One. 2021 Aug 24;16(8):e0256114. (PMID: 34428240)
Science. 2013 Dec 6;342(6163):1251-4. (PMID: 24311693)
Psychol Res. 2024 Nov;88(8):2444-2454. (PMID: 39115586)
Dyslexia. 2025 May;31(2):e70004. (PMID: 40098577)
Nat Hum Behav. 2025 Jan;9(1):74-83. (PMID: 39516405)
J Clin Epidemiol. 2014 Apr;67(4):401-9. (PMID: 24581294)
Grant Information: MR/X502716/1 United Kingdom MRC_ Medical Research Council; ES/W002914/1 Economic and Social Research Council
Contributed Indexing: Keywords: Delphi study; commentary; dyslexia definition; dyslexia diagnosis; intervention; multifactorial approach
Entry Date(s): Date Created: 20251215 Date Completed: 20251215 Latest Revision: 20260310
Update Code: 20260311
PubMed Central ID: PMC12705494
DOI: 10.1002/dys.70022
PMID: 41397951
Βάση Δεδομένων: MEDLINE
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  Data: Inconsistencies in the definition and diagnosis of dyslexia continue to impede research, assessment, and intervention. This paper, authored by members of the UK Specific Learning Difficulties Network, critically examines a recent effort to establish a consensus definition and guidance for assessment and intervention for dyslexia, which involved 58 experts from academia, practice and lived experience. The resulting framework offers a developmental, multifactorial and continuum-based perspective. It expands on prevailing definitions by highlighting the influence of multiple genetic, environmental and cognitive factors, as well as developmental changes in dyslexia profiles. However, unresolved issues remain, including ambiguity around prevalence and the role of general cognitive functioning, and a lack of clear guidance for educators. The definition also lacks clarity on assessment and intervention, especially in global contexts where teaching practice may be highly variable. Co-occurrence with language and mathematics difficulties is acknowledged but underexplored, limiting implications for practice. Whilst the Delphi method provides useful consensus, we also reflect on its limitations, including potential bias in the composition of the panel. Overall, the framework is a valuable step forward, but unresolved issues remain both from a research perspective and in terms of practical implementation.<br /> (© 2025 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)
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  Data: West J Nurs Res. 2016 Jan;38(1):3-4. (PMID: <searchLink fieldCode="PM" term="%2226354412%22">26354412)</searchLink><br />J Child Psychol Psychiatry. 2000 Oct;41(7):869-74. (PMID: <searchLink fieldCode="PM" term="%2211079429%22">11079429)</searchLink><br />Nat Hum Behav. 2023 Jul;7(7):1120-1134. (PMID: <searchLink fieldCode="PM" term="%2237037991%22">37037991)</searchLink><br />Proc Natl Acad Sci U S A. 2025 Jun 17;122(24):e2414598122. (PMID: <searchLink fieldCode="PM" term="%2240493188%22">40493188)</searchLink><br />J Child Psychol Psychiatry. 2022 Apr;63(4):397-417. (PMID: <searchLink fieldCode="PM" term="%2234296774%22">34296774)</searchLink><br />PLoS One. 2019 Jan 23;14(1):e0210448. (PMID: <searchLink fieldCode="PM" term="%2230673720%22">30673720)</searchLink><br />Dyslexia. 2025 Feb;31(1):e1800. (PMID: <searchLink fieldCode="PM" term="%2239996532%22">39996532)</searchLink><br />J Child Psychol Psychiatry. 2025 Jul;66(7):1065-1076. (PMID: <searchLink fieldCode="PM" term="%2239996533%22">39996533)</searchLink><br />Curr Dir Psychol Sci. 2020 Oct;29(5):431-437. (PMID: <searchLink fieldCode="PM" term="%2233071483%22">33071483)</searchLink><br />Mol Psychiatry. 2025 Jan;30(1):140-150. (PMID: <searchLink fieldCode="PM" term="%2239009701%22">39009701)</searchLink><br />Dyslexia. 2026 Feb;32(1):e70022. (PMID: <searchLink fieldCode="PM" term="%2241397951%22">41397951)</searchLink><br />PLoS One. 2010 Oct 28;5(10):e13712. (PMID: <searchLink fieldCode="PM" term="%2221060895%22">21060895)</searchLink><br />Commun Psychol. 2023 Oct 3;1(1):22. (PMID: <searchLink fieldCode="PM" term="%2239242851%22">39242851)</searchLink><br />NPJ Sci Learn. 2017 Jan 27;2:3. (PMID: <searchLink fieldCode="PM" term="%2230631450%22">30631450)</searchLink><br />Dyslexia. 2024 Feb;30(1):e1763. (PMID: <searchLink fieldCode="PM" term="%2238232949%22">38232949)</searchLink><br />Br J Psychol. 2018 Nov;109(4):917-940. (PMID: <searchLink fieldCode="PM" term="%2229974939%22">29974939)</searchLink><br />Science. 2001 Mar 16;291(5511):2165-7. (PMID: <searchLink fieldCode="PM" term="%2211251124%22">11251124)</searchLink><br />Prog Brain Res. 2016;227:277-304. (PMID: <searchLink fieldCode="PM" term="%2227339016%22">27339016)</searchLink><br />Nat Genet. 2022 Nov;54(11):1621-1629. (PMID: <searchLink fieldCode="PM" term="%2236266505%22">36266505)</searchLink><br />Elife. 2021 Sep 27;10:. (PMID: <searchLink fieldCode="PM" term="%2234569931%22">34569931)</searchLink><br />Dyslexia. 2022 May;28(2):132-148. (PMID: <searchLink fieldCode="PM" term="%2234931397%22">34931397)</searchLink><br />Mol Psychiatry. 2021 Jul;26(7):3004-3017. (PMID: <searchLink fieldCode="PM" term="%2233057169%22">33057169)</searchLink><br />Dtsch Arztebl Int. 2019 Feb 15;116(7):107-114. (PMID: <searchLink fieldCode="PM" term="%2230905334%22">30905334)</searchLink><br />Res Dev Disabil. 2020 Dec;107:103806. (PMID: <searchLink fieldCode="PM" term="%2233152663%22">33152663)</searchLink><br />Dyslexia. 2025 Feb;31(1):e1803. (PMID: <searchLink fieldCode="PM" term="%2240012340%22">40012340)</searchLink><br />Dyslexia. 2018 Feb;24(1):17-32. (PMID: <searchLink fieldCode="PM" term="%2229230916%22">29230916)</searchLink><br />PLoS One. 2021 Aug 24;16(8):e0256114. (PMID: <searchLink fieldCode="PM" term="%2234428240%22">34428240)</searchLink><br />Science. 2013 Dec 6;342(6163):1251-4. (PMID: <searchLink fieldCode="PM" term="%2224311693%22">24311693)</searchLink><br />Psychol Res. 2024 Nov;88(8):2444-2454. (PMID: <searchLink fieldCode="PM" term="%2239115586%22">39115586)</searchLink><br />Dyslexia. 2025 May;31(2):e70004. (PMID: <searchLink fieldCode="PM" term="%2240098577%22">40098577)</searchLink><br />Nat Hum Behav. 2025 Jan;9(1):74-83. (PMID: <searchLink fieldCode="PM" term="%2239516405%22">39516405)</searchLink><br />J Clin Epidemiol. 2014 Apr;67(4):401-9. (PMID: <searchLink fieldCode="PM" term="%2224581294%22">24581294)</searchLink>
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