01 NRDC Dyslexia 1-88 update - Texthelp

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Published by the National Research and Development Centre for Adult Literacy and Numeracy This report may be downloaded as a PDF document from the NRDC website at www.nrdc.org.uk We welcome feedback on the content and accessibility of this publication. This should be sent to: Publications NRDC Institute of Education 20 Bedford Way London WC1H 0AL. Telephone: +44 (0)20 7612 6476 Fax: +44 (0)20 7612 6671 email: publications@nrdc.org.uk ISBN 0 954649281 © Crown Copyright 2004 Extracts from this publication may be used or reproduced for non-commercial, research, teaching or training purposes on condition that the source is acknowledged. NRDC is a consortium of partners led by the Institute of Education, based in the Bedford Group for Lifecourse and Statistical Studies at the IoE. www.ioe.ac.uk/bedfordgroup Design: Chapman Design Limited Photography: Phillip Meech Print: Bradell
Developmental dyslexia in adults: a research review Michael Rice with Greg Brooks CONTENTS PREFACE 7 FOREWORD 9 SUMMARY 11 Part one KEY ISSUES IN DYSLEXIA RESEARCH 13 Introduction 13 Conceptual issues 16 The context 16 How can dyslexia be defined? 17 Who do we describe as ‘dyslexic’? 17 What kind of causal process might result in dyslexia? 19 What is the prevalence rate of dyslexia? 19 Research issues 21 Choosing the concept 21 Making the concept a reality 21 Choosing the comparison group 23 Choosing the strategy 24 Interpretational issues 25 Do ‘dyslexic’ brains differ from ‘normal’ brains? 25 Introduction 25 Evidence from post-mortem studies 25 Evidence from in vivo studies: structural differences 27 Evidence from in vivo studies: functional differences 28 What do the brain studies tell us? 30 Is there a gene for dyslexia? 31 Introduction 31 Modes of inheritance and their implications 31 Do ‘dyslexics’ and ‘non-dyslexics’ differ in kind or in degree? 33 The statistical evidence 33 The psychometric evidence 34 Are diagnoses of dyslexia stable across methods of ascertainment? 34 Are diagnoses of dyslexia stable over time? 36 Are there phonological and surface subtypes of dyslexia? 37 Is there any bias in our perception of dyslexia? 39 Can the research findings be applied to adults in literacy and numeracy classes? 40 The crux of the problem 40 Part two EXPLANATORY THEORIES OF DYSLEXIA 42 Introduction 42
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