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Defining and understanding dyslexia: past, present and future.
Oxford Review of Education ( IF 2.159 ) Pub Date : 2020-08-13 , DOI: 10.1080/03054985.2020.1765756
Margaret J Snowling 1 , Charles Hulme 2 , Kate Nation 3
Affiliation  

ABSTRACT

Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty – specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of ‘discrepancy’ definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.



中文翻译:

定义和理解阅读障碍:过去,现在和将来。

摘要

阅读障碍是学习解码(朗读)和拼写的难点。DSM5将阅读障碍归类为神经发育障碍的一种形式。神经发育障碍是可遗传的,终生的疾病,发病较早。多年来,关于阅读障碍的研究是基于特定的学习困难进行的,具体含义是无法用明显原因(如感觉问题或一般学习困难(智商低))来解释阅读困难。然而,阅读障碍儿童和学习问题较普遍的儿童在阅读和语音技能上没有找到质的差异,导致这种“差异”的定义不受欢迎。《 Rose评论》指出,阅读障碍可能会在智商范围内发生,并且解码能力较弱,无论智商如何,都需要进行同样的干预。在本文中,我们认为放松阅读困难的标准影响了对这种状况的普遍理解,并导致诊断混乱。从长远来看,该术语的使用可能需要更改。讨论了对研究和实践的意义。

更新日期:2020-08-13
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