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Towards a Dynamic, Comprehensive Conceptualization of Dyslexia

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Title: Towards a Dynamic, Comprehensive Conceptualization of Dyslexia
Language: English
Authors: Maryanne Wolf, Rebecca J. M. Gotlieb (ORCID 0000-0003-2103-7809), Sohyun An Kim (ORCID 0000-0003-1718-2421), Veronica Pedroza, Laura V. Rhinehart (ORCID 0000-0002-4192-132X), Maria Luisa Gorno Tempini (ORCID 0000-0002-7426-7782), Sue Sears
Source: Annals of Dyslexia. 2024 74(3):303-324.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Dyslexia, Concept Formation, Brain Hemisphere Functions, Reading, Genetics, Environmental Influences, Neurology, Biology, Definitions, History
DOI: 10.1007/s11881-023-00297-1
ISSN: 0736-9387
1934-7243
Abstract: Here we build from the central strength of the existing definition of dyslexia--its emphasis on neurobiological origins--and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439957
Database: ERIC
FullText Links:
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  – Url: https://dx.doi.org/doi:10.1007/s11881-023-00297-1
    Name: EDS - Springer Nature Journals (s7799221)
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  Data: <searchLink fieldCode="AR" term="%22Maryanne+Wolf%22">Maryanne Wolf</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+J%2E+M%2E+Gotlieb%22">Rebecca J. M. Gotlieb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2103-7809">0000-0003-2103-7809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sohyun+An+Kim%22">Sohyun An Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1718-2421">0000-0003-1718-2421</externalLink>)<br /><searchLink fieldCode="AR" term="%22Veronica+Pedroza%22">Veronica Pedroza</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+V%2E+Rhinehart%22">Laura V. Rhinehart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4192-132X">0000-0002-4192-132X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Luisa+Gorno+Tempini%22">Maria Luisa Gorno Tempini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7426-7782">0000-0002-7426-7782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sue+Sears%22">Sue Sears</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Annals+of+Dyslexia%22"><i>Annals of Dyslexia</i></searchLink>. 2024 74(3):303-324.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Here we build from the central strength of the existing definition of dyslexia--its emphasis on neurobiological origins--and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.
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