Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2021-07-24 DOI:10.1177/0731948720929010

Colby Hall, S. Vaughn

引用次数: 1

Abstract

This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive–behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.

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当前的研究告知概念化，识别，和治疗跨正字法阅读障碍:介绍特别系列

这篇特别系列的介绍总结了有关失读症和认知行为指标的遗传和大脑基础的证据(包括那些甚至在开始阅读教学之前就可以测量的指标)，这些指标证明了失读症儿童和非失读症儿童之间有意义的差异。在过去的几十年里，作者回顾了围绕阅读障碍识别和治疗方法的争议。最后，他们介绍了特别系列文章的研究结果，并讨论了阅读障碍识别和治疗的潜在意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.