ABSTRACT

We review the evolution of the conceptualisation of dyslexia and along with it the current, 21st century definition of dyslexia. Our starting point is the seminal report by Pringle Morgan in 1896, followed by early 20th century reports by Hinshelwood, and continuing with concepts of brain injury and minimal brain dysfunctions then to the emergence of ‘learning disability’ in the mid-20th century. Within this historical framework we note the emergence and scientific validation of an ‘unexpected’ model culminating in the first definition of dyslexia in U.S. federal law in late 2018 and in recent U.S. federal civil rights law. We next address the issue of whether dyslexia is ‘real’ by showing how advances in non-invasive functional brain imaging have led to a replicated, robust neural signature for dyslexia. We close by illustrating how science has informed policy, emphasising the focus on evidence-based practices beginning with the report of the National Reading Panel and including the creation of the What Works Clearinghouse. Early screening for dyslexia represents another important policy accomplishment with dyslexia laws now passed in over 30 states. Evidence-based effective interventions for dyslexia, including free, public charter schools specialised for dyslexic children exemplify the most recent policy initiative.

摘要

我们回顾了阅读障碍的概念演变以及目前对21世纪阅读障碍的定义。我们的出发点是普林格·摩根（Pringle Morgan）在1896年发表的开创性报告，随后是20世纪初欣斯伍德（Hinshelwood）的报告，继续介绍脑损伤和最小的脑功能障碍的概念，然后到20世纪中叶出现“学习障碍”。在这个历史框架内，我们注意到``意外''模型的出现和科学验证，最终导致阅读障碍在2018年底美国联邦法律和最近的美国联邦民权法中首次定义。接下来，我们将通过显示非侵入性功能性脑成像技术的进步如何导致针对诵读困难的复制性，健壮的神经特征，来解决诵读困难症是否“真实”的问题。在结束时，我们将说明科学如何为政策提供信息，从国家阅读小组的报告开始，重点包括对循证实践的关注，包括创建What Works信息交换所。对诵读困难症的早期筛查代表着一项重要的政策成就，目前已有30多个州通过了诵读困难症法律。针对阅读障碍的循证有效干预措施，包括专门针对阅读障碍儿童的免费公立特许学校，体现了最新的政策倡议。