The Dyslexia Debate examines how we use the term 'dyslexia' and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.
Biografie (Elena L. Grigorenko)
Elena L. Grigorenko is Associate Professor of Child Studies, Psychology, and Epidemiology and Public Health at Yale University and Adjunct Professor of Psychology at Columbia University and Moscow State University, Russia. She received her PhD in general psychology from Moscow State University, Russia, in 1990, and her PhD in developmental psychology and genetics from Yale University in 1996. Grigorenko has published more than 250 peer-reviewed articles, book chapters, and books. She has received multiple professional awards for her work. Her research has been funded by the NIH, NSF, DOE, USAID, Cure Autism Now, Foundation for Child Development, American Psychological Foundation, and other federal and private sponsoring organizations.