Developmental Dyslexia: Where Do We Go from Here?
This editorial follows an influential review paper published in Brain Sciences in 2018 (<i>What is Developmental Dyslexia?</i> by John Stein). In this editorial, I present a critical look at the arguments in Stein’s review, with a particular view towards “looking ahea...
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-03-01
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| Series: | Brain Sciences |
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| Online Access: | https://www.mdpi.com/2076-3425/10/3/151 |
| _version_ | 1818436178783764480 |
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| author | Paul E. Engelhardt |
| author_facet | Paul E. Engelhardt |
| author_sort | Paul E. Engelhardt |
| collection | DOAJ |
| description | This editorial follows an influential review paper published in Brain Sciences in 2018 (<i>What is Developmental Dyslexia?</i> by John Stein). In this editorial, I present a critical look at the arguments in Stein’s review, with a particular view towards “looking ahead”. In looking ahead, I will focus on why dyslexia has been largely neglected by psycholinguistics and, in particular, shortfalls in knowledge about sentence processing. I will highlight some things that I think psycholinguistic methodologies can contribute to the understanding of developmental dyslexia. The editorial will then turn to address the larger research context of dyslexia. In short, investigations of dyslexia tend to be conducted across a wide range of disciplines, and by individuals with varied backgrounds, divergent views, and different goals. One argument I advance is that dyslexia has reached a point where “interdisciplinary” collaboration is essential, and in the event that that is not successful, the field would at least benefit from “adversarial collaborations”. Finally, I briefly address the issue of interventions (raised by Stein) for older children and adolescents by returning to the contributions that psycholinguistics can provide to dyslexia. The crux of my argument here is that there exists a missing link in interventions, and that missing link is sentence-level language comprehension. |
| first_indexed | 2024-12-14T17:04:39Z |
| format | Article |
| id | doaj.art-1a916bce82094e28b5862c7d1b8ad29f |
| institution | Directory Open Access Journal |
| issn | 2076-3425 |
| language | English |
| last_indexed | 2024-12-14T17:04:39Z |
| publishDate | 2020-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Brain Sciences |
| spelling | doaj.art-1a916bce82094e28b5862c7d1b8ad29f2022-12-21T22:53:45ZengMDPI AGBrain Sciences2076-34252020-03-0110315110.3390/brainsci10030151brainsci10030151Developmental Dyslexia: Where Do We Go from Here?Paul E. Engelhardt0School of Psychology, University of East Anglia, Norwich NR4 7TJ, UKThis editorial follows an influential review paper published in Brain Sciences in 2018 (<i>What is Developmental Dyslexia?</i> by John Stein). In this editorial, I present a critical look at the arguments in Stein’s review, with a particular view towards “looking ahead”. In looking ahead, I will focus on why dyslexia has been largely neglected by psycholinguistics and, in particular, shortfalls in knowledge about sentence processing. I will highlight some things that I think psycholinguistic methodologies can contribute to the understanding of developmental dyslexia. The editorial will then turn to address the larger research context of dyslexia. In short, investigations of dyslexia tend to be conducted across a wide range of disciplines, and by individuals with varied backgrounds, divergent views, and different goals. One argument I advance is that dyslexia has reached a point where “interdisciplinary” collaboration is essential, and in the event that that is not successful, the field would at least benefit from “adversarial collaborations”. Finally, I briefly address the issue of interventions (raised by Stein) for older children and adolescents by returning to the contributions that psycholinguistics can provide to dyslexia. The crux of my argument here is that there exists a missing link in interventions, and that missing link is sentence-level language comprehension.https://www.mdpi.com/2076-3425/10/3/151dyslexiaeye movementsreading impairmenttemporal asynchronyverbal efficiency hypothesisreading interventions |
| spellingShingle | Paul E. Engelhardt Developmental Dyslexia: Where Do We Go from Here? Brain Sciences dyslexia eye movements reading impairment temporal asynchrony verbal efficiency hypothesis reading interventions |
| title | Developmental Dyslexia: Where Do We Go from Here? |
| title_full | Developmental Dyslexia: Where Do We Go from Here? |
| title_fullStr | Developmental Dyslexia: Where Do We Go from Here? |
| title_full_unstemmed | Developmental Dyslexia: Where Do We Go from Here? |
| title_short | Developmental Dyslexia: Where Do We Go from Here? |
| title_sort | developmental dyslexia where do we go from here |
| topic | dyslexia eye movements reading impairment temporal asynchrony verbal efficiency hypothesis reading interventions |
| url | https://www.mdpi.com/2076-3425/10/3/151 |
| work_keys_str_mv | AT pauleengelhardt developmentaldyslexiawheredowegofromhere |