Differences in the views of researchers in the field

READING ACTIVITY: REFLECTING ON DIFFERENCES BETWEEN VIEWS OF RESEARCHERS IN DYSLEXIA

Read pages 29-36 of the Wearmouth et al (2003) chapter ‘Concepts of dyslexia’ in Wearmouth, J., Soler, J. and Reid, G. (2003) Meeting difficulties in literacy development, London: RoutledgeFalmer.
Differences in definitions given by researchers working in the field, relating to the notion of dyslexia as a syndrome and how the syndrome can be precisely defined. You should note how these views
differ in relation to the role of intelligence in identifying dyslexia. You should also note how on the one hand researchers such as Stanovich focus almost exclusively on reading while Nicolson and
Fawcett link dyslexia with other cognitive processes and offer a broader definition of dyslexia.
You will be aware that dyslexia as a syndrome attracts controversies and disagreements in relation to an understanding of the research and research priorities in causes and explanations as well as
in assessment, teaching approaches and policy. Consider the seven views in relation to the above and:

• identify the differences between the views expressed
• reflect on the extent to which you agree with any particular statements
• think about the implications of these statements for both policy and practice. Focus particularly on the issues of identification and assessment for the purposes of funding individual students’
learning programmes.
ACTIVITY: UNDERSTANDING THE THREE LEVEL FRAMEWORK FOR DYSLEXIA RESEARCH

Now read Frith, U. (2002) Resolving the paradoxes of dyslexia, ch 3, pp 45-68. In G. Reid & J. Wearmouth Dyslexia and literacy. Theory and practice, Chichester: Wiley/Open University.

We would advise you to read each section thoroughly and, as you do so, to reflect on:

• your own understanding of each of the three levels used to categorise causal models of dyslexia: biological, cognitive and behavioural
• how the issue of environmental influences fits into Frith’s framework.
READING AND REFLECTION ACTIVITY: VISUAL PROCESSES ASSOCIATED WITH DYSLEXIA

Read the chapter ‘Visual Processes’ by Everatt in Reid, G. & Wearmouth, J. (eds.) Dyslexia and literacy: Theory and practice (pp.85-98), Chichester, UK: John Wiley & Sons. As you do so, note down:
• what is meant by ‘theories of general visual recognition impairment’, and why these theories fell into disfavour in the 1970s and early 1980s;
• what is meant by ‘surface’ as opposed to ‘phonological’ dyslexia;
• what is meant by the ‘magnocellular deficit hypothesis’ and reasons why there is some uncertainty about the validity of this view;
• what you now feel about Scotopic Sensitivity Syndrome and the rationale underlying the use of visual filters to improve reading, now that you have read more about this in the chapter;
• what you understand of views on the relationship between eye movement co-ordination and dyslexia.
ACTIVITY: THE IMPORTANCE OF PHONOLOGICAL AWARENESS TO READING ACQUISITION

At this point we would like you to read Hatcher, J., & Snowling, M.J. (2002). The phonological representations hypothesis of dyslexia: From theory to practice. In G. Reid & J. Wearmouth (Eds.),
Dyslexia and literacy: Theory and practice (pp.69-83). Chichester, UK: John Wiley & Sons. This book is available through the library’s electronic access.
As you do so, note the authors’ comments on:

• What is meant by ‘phonological representations’
• Why difficulties associated with phonological representations are likely to impede reading development
• What kinds of research evidence support the authors’ views on the phonological representation hypothesis
• What constitute the most crucial indicators of dyslexia in children’s individual profiles
• How phonological skills might be assessed
• Implications for practice of research into the significance of phonological awareness.

ACTIVITY: LINKING THEORY TO PRACTICE IN BRAIN RESEARCH
Now read Goswami, U. (2008) ‘Reading, dyslexia and the brain’, Educational Research, 50(2), pp. 135-148.. As you do so note down:
• what evidence the author uses from neuro-imaging data to substantiate the claim that phonological recoding to sound is the key early reading strategy, rather than word or logographic recognition;

• the conclusions that are drawn about the potential usefulness of neuro-imaging data to educators.

ACTIVITY: THINKING ABOUT THE SOCIAL AND EMOTIONAL CONSEQUENCES OF BEING DYSLEXIC
Read Riddick’s chapter ‘Researching the social and emotional consequences of dyslexia’. As you do so, note down:
• some of the problems encountered by those attempting research in this area
• how far you agree that teacher expectations can have a profound effect on student learning
• the extent to which you agree with Burns’s (1982) conclusions (cited by the author) about how teachers might ensure that they do not transmit different expectations to high and low achieving
students in the classroom.

ACTIVITY: DEALING WITH DYSLEXIA IN THE CLASSROOM
From her research Riddick (1996) identifies key qualities of the ‘best’ teachers as a propensity to offer praise and encouragement linked with understanding of the difficulties experienced by the
learner. The ‘best’ teachers (Riddick, 1996, p 133):
• encourage and praise
• help students, adapt work and explain clearly
• understand students and do not attempt to humiliate them
• do not shout
• have a sense of humour
• know if children are dyslexic
• treat all children as if they are intelligent.
ACTIVITY: ACADEMIC AND SOCIAL ANXIETY LEVELS AMONG DYSLEXIC UNIVERSITY STUDENTS
We would like you to read the article Carroll, J.M. & Iles, J.E. (2006) An assessment of anxiety levels in dyslexic students in higher education, British Journal of Educational Psychology, 76, pp.
651–662.

As you do so, note down:
• what you see as the difference between state anxiety and trait anxiety;
• how surprising you find it that both academic anxiety and social anxiety were clearly associated with difficulties in reading;
• what you would conclude about the implications of these findings for practice;
• what difference you think it might have made to the outcomes of the study that the participants were predominantly female.

REFLECTION ACTIVITY: RELATING THEORY TO PRACTICE
It is now important to relate your reading to your own teaching experiences. Note down your responses to the following:
• From your own experience, how useful do you find the concept of dyslexia in understanding difficulties in literacy experienced by students?
• What do you consider to be the key issues associated with dyslexia that relate to your practice?
Summary
Although in this part of the Unit Guide we have largely emphasised general indicators of ‘dyslexia’, at the same time we cannot stress too much that, above all, the young people concerned are
individuals. It is a mistake to assume that general characteristics of any group automatically apply to every individual who, in broad terms, might be seen as a group member. After studying this
Part of the Unit Guide you should be familiar with:
• a range of explanations of dyslexia and its causes;
• descriptions of the observable behaviours relating to dyslexia;
• issues of labelling and stigmatization;
• implications of these factors for the working practices of the range of professionals and organisations involved in addressing the needs of individuals with dyslexia.