Understanding dyslexia: competing theories, expanding definitions and ongoing controversy

Conner, Lara (2017) Understanding dyslexia: competing theories, expanding definitions and ongoing controversy. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 11-18.

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Concrete biological evidence of dyslexia remains lacking and, over the years, competing theories of and expanding definitions of dyslexia - which now consider traits outside of literacy difficulties - have been developed. Growing alongside this has been controversy over whether dyslexia as a separate condition exists, whether it is simply a label that some people have better access to for explaining their children’s poor reading abilities, or whether it is the result of modern literacy standards dictated by a Western society that does not consider individual diversity. This paper explores some of these issues within an educational context.

Item Type: Article
Journal / Publication Title: The STeP Journal: Student Teacher Perspectives
Publisher: Teacher Education Advancement Network (TEAN), University of Cumbria
Departments: Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information: Highly Commended in the Critical Writing Prize 2016 awarded by Critical Publishing.
Depositing User: Anna Lupton
Date Deposited: 27 Jul 2017 15:37
Last Modified: 12 Jan 2024 17:47
URI: https://insight.cumbria.ac.uk/id/eprint/3154


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