Developmental Dyslexia: Where do we go from here?

Engelhardt, Paul (2020) Developmental Dyslexia: Where do we go from here? Brain Sciences, 10 (3). ISSN 2076-3425

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Abstract

This editorial follows an influential review paper published in Brain Sciences in 2018 (What is Developmental Dyslexia? 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.

Item Type:	Article
Uncontrolled Keywords:	dyslexia,eye movements,reading impairment,temporal asynchrony,reading interventions,readers,verbal efficiency hypothesis,models,eye-movements,children,dyslexia
Faculty \ School:	Faculty of Social Sciences > School of Psychology
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	05 Mar 2020 09:04
Last Modified:	22 Oct 2022 05:55
URI:	https://ueaeprints.uea.ac.uk/id/eprint/74431
DOI:	10.3390/brainsci10030151

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