Dyslexia Debate

Rachel Gabriel, in her article Preparing Literacy Professionals (2018), address the conflict surrounding dyslexia, particularly the open disagreements between the International Dyslexia Association and International Reading Association.  Although they both want to improve reading around the word, their positions demonstrate the discrepancy in the definition and causes for dyslexia.   I agree with Gabriel (2018) that it “is the responsibility of reading researchers and teacher educators to understand the nature of debates within the field, not just to understand their own side” (p. 267).

Gabriel (p. 264) analyzes is the argument of how many people have dyslexia.  “Reading Rockets archived a “study” alert claiming that “the definitive resource on dyslexia” (i.e., IDA) has reported that 1 in 5 children may be dyslexic (Yankton Press & Dakotan, 2015)”.  They keyword to focus on is the word may.  There lacks statistical evidence to say these individuals have dyslexia and not some other reading challenge.  While many of the challenges faced by those who struggle to read may be addressed in similar manners, there is not enough research or data to make the assertion that they all have dyslexia and not another underlying issue.  Elliot and Grigorinko, in their Dyslexia Debate (2014) also address this discrepancy.  “While many people assume that specialists agree about what is meant by the term, dyslexia, the reality is that it is understood in many different ways. It is hardly surprising, therefore, that estimates of dyslexia often range from 5% - 20% of the population” (p.2). 

One important point Gabriel (2018) makes is that although there is a dearth of agreement and accurate studies affirming the number of people who have dyslexia, the quantity of studies around this issue combined with neurological studies that show additional right brain development promote the idea that dyslexic individuals may be gifted in other ways.  This is also supported by the Creative Brilliance of Dyslexia by Kate Griggs as well as the True Gifts of a Dyslexic Mind by Dean Bragonier.   All of the above, have helped “spur a legislative and social agenda that while not based on irrefutable evidence has the advantage of elevating the perception of dyslexics” (Gabriel, p. 265).  The debate will hopefully spur additional research and allow teachers additional access to research based best practices and strategies to address the needs of not only dyslexic students but all students who struggle with reading. Identifying individuals with dyslexia stems from conflicting definitions of dyslexia.  “Beyond an agreed focus upon decoding, it begins to get complicated (Elliot and Grigorinko, p. 2).  “The basis for determining a dyslexic subgroup from a wider pool of poor readers is highly problematic” (p.2).  For some, it is a serious mistake to associate dyslexia 'narrowly' with poor decoding as this discounts problems with a range of everyday academic, organizational and self-regulatory skills” (p.2). Conversely, there are poor readers who are not necessarily dyslexic.  

“One of the biggest myths associated with dyslexia is that it should be defined in relation to intelligence. The so called ‘discrepancy definition’ of dyslexia recognizes as genuine dyslexics only those whose level of reading is significantly worse than would be expected on the basis of their intelligence (typically measured by an IQ test). Research over the past twenty years has demonstrated the folly of this belief “(Elliot and Grigorinko, p. 3).  Although they do not cite the research to support this, a similar statement was made also by other articles we have read.  I would be interested in reading the studies that refute this.  Unfortunately for many dyslexic students it is only those who test well on the IQ tests and struggle two grade levels below reading who are able to get additional services in our state.  

Another aspect of the debate as outlined by Elliot and Grigorinko (2014)is around “appropriate forms of educational intervention. This is wholly incorrect. There is no effective treatment for those who are adjudged to have dyslexia that differs from accepted practices for all children who struggle to decode. What is clearly evident is that the extensive use of so-called "whole language" approaches which downplay the role of structured and targeted phonics teaching as a key element of a broader literacy program is inappropriate for poor readers. A wealth of research evidence has clearly shown that, in comparison with normally reading peers. those who struggle to acquire reading skills typically require more individualized, more structured, more explicit, more systematic, and more intense reading inputs.” So aside from arguments about defining dyslexia is how to address the needs of these students.  Sometimes the arguments for a structure approach are supported by for profit institutions.  In fact in the Gabriel (2018) article, I was particularly struck however by this quote:  ‘In a press release introducing the term (dylexia), Malchow (2012) explains, “This term will help us simplify our message and connect our successes. ‘Structured Literacy’ will help us sell what we do so well”(n.p.)” (p. 264).’  There are several programs that are associated with dyslexia reading support.  Is the goal to sell a program or an idea?  Scripted dyslexic programs are expensive.  If defining the term is all about sales for scripted programs then it doesn’t seem like defining the term is child driven but a financially driven decision.  Elliott & Grigorenko recommend students would be better served with an RTI model based on a failure to master specific skills than to misdiagnose students or eliminate students from additional support due to a lack of diagnoses (p. 5).  

Works Cited

Gabriel, R. (2018). Preparing Literacy Professionals: The Case of Dyslexia. Journal of Literacy Research, 50(2), 262-270. 

Kate Griggs.  (2018, January 23). TEDx Talks: The Creative Brilliance of Dyslexia |  .... Retrieved July 8, 2018, from   https://www.youtube.com/watch?v=CYM40HN82l4

 Dean Bragonier. (2015, November 24). The True Gifts of a Dyslexic Mind | -  YouTube. Retrieved July 8, 2018, from https://www.youtube.com/watch?v=_dPyzFFcG7A