“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
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.