Dyslexia is one of the most talked about learning disabilities, but a clear, widely accepted definition is still lacking, according to researchers in the UK. Researchers, teachers, psychologists and people with dyslexia have their own views on what dyslexia is and how to recognise it. A new study by Julia M. Carroll and colleagues attempted to change that by bringing together a group of experts and reaching a consensus.
The researchers used a so-called Delphi study, in which experts give their opinions on statements in several rounds until sufficient agreement exists. Ultimately, 42 statements about dyslexia were accepted. The gist? Dyslexia revolves around persistent problems with reading and spelling that cannot be explained by a lack of education or other intellectual disabilities.
Interestingly, the study also confirms that dyslexia is not one single problem. It appears to manifest itself differently across ages and languages. In English, for example, problems with reading and spelling are more noticeable than in languages with a more regular script. Furthermore, it is not purely a matter of sound processing (as is often thought); other factors, such as working memory and processing speed, also play a role.
The discussion about who should be diagnosed with dyslexia also continues. Some experts believe that everyone with reading problems should be helped, regardless of whether they have dyslexia. Others advocate a clear diagnosis because that gives access to specific help and adjustments.
This research mainly shows that there is a lot of overlap between dyslexia and other learning disorders, such as ADHD or language development disorders. That makes it difficult to formulate a watertight definition. However, if there is one thing that the experts agree on, it is this: dyslexia is complex; it is more than just difficulty with reading; it requires an individual approach.
Abstract of the study:
Background: Dyslexia is one of the most common neurodevelopmental disorders. There have been many definitions over the past century, and debate continues as to how dyslexia should be defined. This debate contributes to confusion and misinformation. We move beyond the debate by establishing areas of consensus among a wide range of experts.
Methods: We conducted a Delphi study with a panel of dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, asking them for their views on a set of key statements about dyslexia. We carried out two survey rounds, in each case accepting statements with greater than 80% consensus and reviewing and revising other statements using feedback from the expert panel. This was followed by discussion with a subset of the panel around a few statements with marginal consensus. Results: Forty-two statements were ultimately accepted. In the current paper we review those statements that pertain to a definition of dyslexia, demonstrate how they align with the research literature, and build on previous definitions of dyslexia.
Conclusions: There was considerable consensus in our expert panel that dyslexia is a difficulty in reading and spelling, associated with multiple factors, and that it frequently co-occurs with other developmental disorders. It was agreed that difficulties in reading fluency and spelling are key markers of dyslexia across different ages and languages. We conclude with a proposed new definition of dyslexia.