Synopsis

Dyslexia is a condition affecting literacy skills. This unit analyses how our image of normality affects the way we as a society define such conditions. You will learn how important it is to integrate the different psychological accounts of dyslexia in order to provide a full explanation of potential causes and strategies for remediation.

Table of Contents

Introduction
Learning outcomes
1.1 Introduction
1.2 Definitions of ‘normality’
1.2.1 Statistical approaches to ‘normality’
1.2.2 Medical approaches to normality
1.2.3 Cultural approaches to normality
1.2.4 Personal distress
1.3 Overview of ‘normality’
1.4 Experiencing dyslexia
1.4.1 What is dyslexia?
1.5 Defining dyslexia
1.5.1 Definition by exclusion
1.5.2 Discrepancy definitions
1.6 Positive indicators for dyslexia
1.7.1 Differentiating dyslexia from other reading difficulties
1.7.2 Differentiating within dyslexia – acquired versus developmental dyslexia and the search for subtypes
1.7.3 Differentiating dyslexia from other developmental conditions
1.8 Reflecting on definitions of ‘abnormality’
2.1 Behavioural, cognitive and biological perspectives
2.2.1 The phonological processing deficit
2.2.2 ‘Visual deficit’ hypotheses
2.2.3 ‘Automaticity’ and ‘rate of processing’ hypotheses
2.3 Biological explanations of dyslexia
2.3.1 Sex differences
2.3.2 Why are boys more vulnerable to some conditions?
2.3.4 Lateralisation
2.4.1 Organisation of brain cells
2.4.2 Differences in sensory, perceptual and motor function
2.5.1 Highly unsaturated fatty acids
2.5.2 Genetic explanations
2.6 Environmental explanations of dyslexia?
2.7 Reflecting on explanations of ‘abnormal’ development: the case of dyslexia
3.1 Thinking about intervention
3.1.1 Treatment or management?
3.2 Behavioural approaches
3.3 Cognitive approaches
3.3.1 Multisensory teaching for students
3.4 Biological approaches
3.4.1 Pharmaceuticals or nutraceuticals?
3.5.1 Expectancy versus effect
3.5.2 Pre-post test studies
3.5.3 Single participant interventions
3.6 Reflecting on dyslexia
4 Concluding remarks
5 Further reading
Next steps
References
Acknowledgements

 

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