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The Dyslexia Debate (Cambridge Studies in Cognitive and Perceptual Development) [Paperback]

Julian G. Elliott , Elena L. Grigorenko
4.3 out of 5 stars  See all reviews (3 customer reviews)
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Book Description

24 Mar 2014 0521135877 978-0521135870
The Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.

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Product details

  • Paperback: 285 pages
  • Publisher: Cambridge University Press (24 Mar 2014)
  • Language: English
  • ISBN-10: 0521135877
  • ISBN-13: 978-0521135870
  • Product Dimensions: 22.6 x 15.2 x 2 cm
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Bestsellers Rank: 75,418 in Books (See Top 100 in Books)
  • See Complete Table of Contents

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“No term has so impeded the scientific study of reading, as well as the public’s understanding of reading disability, as the term dyslexia. The retiring of the word is long overdue. Elliott and Grigorenko provide an impressive review of the evidence on why this is the case. I highly recommend the book for reading practitioners.”
– Keith E. Stanovich, University of Toronto

“This is a thought-provoking book that rigorously examines the scientific evidence and ends up challenging many assumptions about the concept of dyslexia. Elliott and Grigorenko do not wish to deny the reality of children’s reading difficulties, but they do cast doubt on the usefulness and validity of our current diagnostic constructs. Essential reading for anyone interested in neurodevelopmental disorders.”
– Dorothy Bishop, University of Oxford

“This book provides a comprehensive and insightful analysis of all aspects of dyslexia. The assessment and intervention chapter is particularly important for parents, educators, and policy makers. A tour de force!”
– Gordon F. Sherman, Executive Director, The Newgrange and Laurel Schools, Princeton, NJ

“This book represents a significant contribution in the field towards addressing key issues that underlie dyslexia. Expert insights are provided on issues related to assessment and intervention. Particularly insightful is the authors’ examination of the role of cognition in the classification and intervention process. In general, the book more than succeeds in a quest to address several complexities related to the construct of dyslexia.”
– H. Lee Swanson, University of California-Riverside

"Every decade or two, a book will emerge that is able to synthesize the past and present research on dyslexia in such a way that the future of where we need to go next is illumined and propelled. The Dyslexia Debate is such a book. Elliott and Grigorenko have provided a breadth of topics and a depth of coverage to the complex issues surrounding dyslexia that should be read by researcher, practitioner, and parent. After reading their book, I feel enriched in all three categories."
–Maryanne Wolf, John DiBiaggio Professor of Citizenship and Public Service Eliot-Pearson Department of Child Development Director, Center for Reading and Language Research, Tufts University

Book Description

An examination of how we use the term 'dyslexia' and its failings as a clinical diagnosis. Taking into account the latest research in cognitive science, genetics, and neuroscience, Elliott and Grigorenko outline a better way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.

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Most Helpful Customer Reviews
7 of 7 people found the following review helpful
Format:Kindle Edition|Verified Purchase
Many might struggle with the vocabulary in this book.It is directed towards teachers, the kindle edition is so helpful as a dictionary is always available. I am a dyslexic and I have 2 children with dyslexia. Many of my family have had issues with reading and writing. We have in the most part overcome our difficulties with help from teaching, technology and certain allowances in exams to give us more time. Advice on things like 'not being asked to read in class aloud' made my children's school life better than mine which was the dark ages before dyslexia was recognized. I had feared a return to these 'dark ages' when I read in the Times that this book expressed a conclusion that dyslexia should not be diagnosed as a separate entity. After reading the book I found it was a collection of many authorities who have written and researched many aspects of dyslexia. The book examines diagnosis techniques, treatment and outcome. Also Elliott draws also on many sources who have attempted to find out a cause for reading disorders and categorize them. He fails to be convinced by any of the arguments which attempt to sub divide poor readers. So in the end the author does query the merit in isolating dyslexia as a separate diagnosis. I believe this conclusion is flawed. Professor Elliott makes this conclusion on the fact that the scientific studies disagree. I think many scientific studies on cause and treatment of disorders disagree eg. cerebral palsy but in such disabilities it is not suggested the generally recognized term for a condition is removed because the scientific establishment cannot agree on how to assess it or treat it. To remove the term reveals only a lack of a unified understanding of how to diagnose dyslexia or successfully treat it. Read more ›
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1 of 1 people found the following review helpful
5.0 out of 5 stars Dyslexia Debate 6 Aug 2014
Format:Paperback|Verified Purchase
The book brings together a vast and complex body of high quality information on reading difficulties. The authors consider the latest research in cognitive science, genetics and neuroscience. There is a superb chapter on assessment and intervention. The final chapter deals with conclusions and recommendations. Anyone who wishes to enhance their understanding of reading difficulties should read this book.
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1 of 1 people found the following review helpful
4.0 out of 5 stars Interesting arguments add to the complex debate 17 Jun 2014
Format:Kindle Edition|Verified Purchase
This book puts forward intelligent arguments as it grapples with the best way to ensure that people with specific learning difficulties can be supported to learn.
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Most Helpful Customer Reviews on (beta) 3.0 out of 5 stars  1 review
1 of 2 people found the following review helpful
3.0 out of 5 stars A Special Ed. Teacher 20 Jun 2014
By D. Stassel - Published on
Format:Kindle Edition|Verified Purchase
I found this book interesting from a work point of view. It was filled with facts which helped me to work with my students. What he says about dyslexia is true. Many parents just want to use it as a crutch instead of understanding what is truly going on. This harms the student and keeps him from getting what he needs.
The book was very dry reading. It took me weeks to get through it.
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