An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia.
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| Title: | An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. |
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| Authors: | Gearin, Brian (AUTHOR), Turtura, Jessica (AUTHOR), Anderson, Kim (AUTHOR), Durrance, Samantha (AUTHOR), Mele-McCarthy, Joan (AUTHOR), Schultz, Laura (AUTHOR), Spitulnik, Karleen (AUTHOR) |
| Source: | Annals of Dyslexia. Oct2024, Vol. 74 Issue 3, p337-354. 18p. |
| Subjects: | Learning disabilities, Delphi method, Dyslexia, Evidence gaps, Scientific community |
| Abstract: | This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.'s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.'s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07369387 |
| DOI: | 10.1007/s11881-024-00310-1 |
