Hugh W Catts, Nicole Patton Terry, Christopher J Lonigan, Donald L Compton, Richard K Wagner, Laura M Steacy, Kelly Farquharson, Yaacov Petscher
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引用次数: 0
摘要
国际阅读障碍协会在 20 年前更新了阅读障碍的定义，并在研究和实践中经常被引用。在本文中，佛罗里达阅读研究中心（Florida Center for Reading Research）的研究人员考虑了该定义的组成部分，并提出了修订建议。其中包括认识到读词、解码和拼写困难的持续性，承认诵读困难的多因素成因基础，明确排除性因素，并指出与其他发育障碍的合并症。此外，还建议强调阅读障碍对学业和社会心理造成的影响，以加强预防性服务模式。最后，支持将阅读障碍纳入特殊学习障碍类别。
The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.
期刊介绍：
Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.
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