New Developments in our Understanding of Dyslexia: Implications for Assessment and Identification (SASC Authorised)
Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia. This lack of consensus represents a fundamental problem for individuals with dyslexia, their families, and professionals in the field. Relatedly, common approaches to assessment of individuals with dyslexia do not result in sufficiently reliable and valid identification. Because dyslexia is a latent condition with multiple symptoms, not all of which will be present in every individual, approaches to identification that primarily rely on any single criterion are problematical.