MARC Record from Library of Congress

LEADER: 03535cam a22004098i 4500
001 2015045595
003 DLC
005 20151205084742.0
008 151203s2016 enk b 001 0 eng
010 $a 2015045595
020 $a9781474233750 (paperback)
020 $a9781474233736 (epub)
040 $aDLC$beng$erda$cDLC
042 $apcc
050 00 $aRC394.W6$bE537 2016
082 00 $a616.85/53$223
084 $aEDU000000$aEDU026000$aEDU040000$2bisacsh
100 1 $aElliott, Julian,$d1955-$eauthor.
245 10 $aDyslexia :$bdeveloping the debate /$cJulian Elliott and Roderick I. Nicolson ; edited by Andrew Davis.
263 $a1605
264 1 $aLondon ;$aNew York :$bBloomsbury Academic,$c2016.
300 $apages cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 0 $aKey debates in educational policy
520 $a"Dyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia. Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned"--$cProvided by publisher.
504 $aIncludes bibliographical references and index.
505 8 $aMachine generated contents note: Series Editor's Preface -- Key Debates in Educational Policy, Christopher Winch -- Notes on Contributors -- Introduction, Andrew Davis -- Part One Developmental Dyslexia: The Bigger Picture, Roderick I. Nicolson -- Part Two Dyslexia: Beyond the Debate, Julian Elliott -- Part Three Response to Julian Elliott, Roderick I. Nicolson -- Part Four Response to Roderick I. Nicolson, Julian Elliott -- Afterword: Some Philosophical Reflections, Andrew Davis -- Bibliography -- Index.
650 0 $aDyslexia.
650 0 $aDyslexia$xDiagnosis.
650 0 $aDyslexia$xTreatment.
650 7 $aEDUCATION / General.$2bisacsh
650 7 $aEDUCATION / Special Education / General.$2bisacsh
650 7 $aEDUCATION / Philosophy & Social Aspects.$2bisacsh
700 1 $aNicolson, Rod,$eauthor.
856 42 $3Cover image$uhttp://www.netread.com/jcusers2/bk1388/750/9781474233750/image/lgcover.9781474233750.jpg