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