Learning Difficulties Australia Volume 46, Nos 1 and 2, May 2014

The dyslexia debate: some key myths

• Myth E: A diagnosis of
dyslexia should rightly result
in the allocation of special
accommodations (particularly
in exams) and additional
resources.
The reality is that each of these
beliefs is problematic.

Myth A: Dyslexia is a special

kind of problem that is found
in only some children who
struggle to decode text.
While many people assume that
specialists agree about what is
meant by the term dyslexia, the
reality is that it is understood in
Julian Elliott
many different ways. It is hardly
surprising, therefore, that estimates
In our book, The Dyslexia Debate, recently published by Cambridge
of dyslexia often range from 4-20
University Press, Elena Grigorenko and I sought to provide a detailed
per cent of the population.
examination of the dyslexia construct in terms of its conceptualisation,
Beyond an agreed focus
operationalisation, and relevance for assessment and intervention. To
upon decoding, it begins to get
achieve this, we drew upon extant knowledge across a number of relevant
complicated. For some, dyslexia
disciplines – genetics, neuroscience, psychology, and education. Our
simply refers to all who experience
conclusion was that dyslexia was no longer a term that had value for
a particular difficulty in decoding
research or practice and, as a result, we recommended that this should be
text. Identifying this problem for
discontinued. In its place there should be a more fine-grained account of
an individual is relatively easy
particular reading and associated difficulties.
and the child’s teachers should be
As the book adopts a heavily scientific stance that does not make easy
capable of doing this by means of
reading for the non-specialist, I sought to outline some of the key issues,
classroom observations and formal
and the implications of these for educational and clinical practice, in a
reading tests. Others suggest,
briefing paper that is reproduced below.
however, that not all who struggle
in this way are dyslexic and,
In search of a diagnosis: five One can locate a series of myths
for this reason, detailed clinical
key dyslexia myths that lie behind these beliefs.
assessment is necessary to identify
Many children struggle to learn to • Myth A: Dyslexia is a special
which poor readers have dyslexia
read, and some experience literacy kind of problem that is found
and which do not. Sometimes, the
problems throughout their lives. in only some children who
latter group is known as ‘garden
When these difficulties become struggle to decode text.
variety’ poor readers. As The
evident, a common reaction from • Myth B: Special tests are
Dyslexia Debate demonstrates, the
observers runs along the following needed to identify which of
basis for determining a dyslexic
lines: “Perhaps your child is these children are dyslexic
subgroup from a wider pool of poor
suffering from dyslexia. You might and which are ‘just poor
readers is highly problematic. While
be wise to get this checked out”. readers’.
a number of symptoms are often
When dyslexia is diagnosed, the • Myth C: Diagnosing dyslexia
found in samples of poor readers,
parental reaction is often: “Thank will remove the risk of false it is wholly unclear which of these
goodness that the true nature of attributions of laziness or might be necessary for a diagnosis
my child’s problem has finally been stupidity. of dyslexia.
discovered. I only wish that this had • Myth D: A diagnosis of For some, it is a serious mistake
been diagnosed earlier, but at least dyslexia will help teachers to to associate dyslexia ‘narrowly’ with
we shall now get the kind of help select the most powerful ways poor decoding as this discounts
that my child needs.” to intervene. problems with a range of everyday

From the LDA Bulletin, Volume 46, Nos 1 and 2, May 2014
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Learning Difficulties Australia Volume 46, Nos 1 and 2, May 2014

academic, organisational and self- • Those for whom there is a

regulatory skills. Indeed, in the significant discrepancy between
opinion of many clinicians, it is reading performance and IQ.
possible to have dyslexia even • Those whose reading difficulty is
when one’s current literacy skills unexpected.
are sound. Such a position greatly
complicates matters and opens the • Those whose poor reading
floodgates for claims for resources contrasts with strengths in
and special assistance. University other intellectual and academic
students diagnosed with dyslexia, domains.
for example, whose reading is • Those whose reading problems
relatively sound, may be deemed to are biologically determined.
require help with more general study
• Those whose reading problems
skills such as how to organise and
are marked by certain associated
structure written assignments.
cognitive difficulties (in
Such differences of opinion
particular, phonological, rapid
render problematic any suggestion
that diagnoses of dyslexia can be naming, and verbal memory
consistent, meaningful, and valid. deficits).
They may be welcome, but they can • Those poor readers who also
hardly be considered to be scientific. present with a range of symptoms
Some of the various ways commonly found in dyslexics no longer advocated by dyslexia
that dyslexia is understood by (e.g., poor motor, arithmetical, or lobby groups), it is still widely
researchers, clinicians and teacher language skills, visual difficulties, employed by clinicians. In our book,
can be found in the following list and low self-esteem). we outline several reasons for this:
The Dyslexia Debate explains in 1. The link between IQ and
• Those who demonstrate a dyslexia has a long history and
some detail the problems associated discrepancy between reading
with these conceptions. is now steeped in everyday
and listening comprehension. understandings that are not easy
• Anyone who struggles with
accurate single word decoding. • Those who fail to make to break.
meaningful progress in reading 2. Those with IQs that place them
• Anyone who struggles with
even when provided with high- in the lowest 1 per cent of the
accurate and/or fluent decoding.
quality, evidence-based forms of population (and who would
• Those for whom decoding is intervention. normally struggle to cope in
merely one element of a more mainstream schooling because
pervasive dyslexic condition Myth B: Special tests are
of their intellectual difficulties)
marked by a range of comorbid needed to identify which of often encounter problems in
features. This can include so- these children are dyslexic learning to read.
called ‘compensated dyslexics’ and which are ‘just poor 3. IQ is often used as a criterion
who no longer experience a
severe reading difficulty.
readers’. when selecting ‘dyslexics’ for
One of the biggest myths associated research studies. However, in
• Those who score at the lowest with dyslexia is that it should be such instances, this step is
end of the normal distribution defined in relation to intelligence. usually taken to help isolate
on an appropriate reading test. The so-called ‘discrepancy underlying cognitive factors
Cut-off points may vary greatly definition’ of dyslexia recognises as that might not otherwise be
and typically range between genuine dyslexics only those whose easily revealed, not because this
5-20 per cent. level of reading is significantly should be taken as a meaningful
• Those whose decoding difficulties worse than would be expected diagnostic criterion.
cannot be explained in on the basis of their intelligence 4. Some advocate the continued
alternative ways (e.g., because (typically measured by an IQ test). use of IQ in the assessment of
of severe intellectual or sensory Research over the past 20 years has dyslexia because of a perceived
impairment, socio-economic demonstrated the folly of this belief. lack of alternative procedures.
disadvantage, poor schooling, or Puzzlingly, while the discrepancy Such a position, of course, is
emotional/behavioural difficulty). model has been discredited (and is unjustifiable.

From the LDA Bulletin, Volume 46, Nos 1 and 2, May 2014
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Learning Difficulties Australia Volume 46, Nos 1 and 2, May 2014

5. IQ tests have long been used in However the real problem to be that the extensive use of so-called
the US and many other countries tackled is not that dyslexia had ‘whole language’ approaches which
for determining eligibility for earlier failed to be identified but, downplay the role of structured
additional education services. rather, that assumptions of low and targeted phonics teaching as a
Longstanding practices such as intelligence are made on the basis key element of a broader literacy
these are not easy to dispel. of reading skills. In reality, IQ programme is inappropriate for
6. There is a clear relationship and decoding ability are largely poor readers. A wealth of research
between IQ and higher order unrelated and, for this reason, evidence has clearly shown that, in
reading skills of inference, teachers need to ensure that poor comparison with normally reading
deduction and comprehension. literacy skills do not translate into peers, those who struggle to acquire
Thus IQ tests may be valuable classroom demands that fail to reading skills typically require more
for providing understanding of reflect the child’s true intellectual individualised, more structured,
abilities. more explicit, more systematic, and
broader learning difficulties.
The charge of indolence is rather more intense reading inputs.
7. The administration of IQ High quality research studies that
more problematic. Of course, many
tests is restricted to certain seek to find ways to help tackle
children will become less motivated
professionals and thus has an severe reading difficulties often
and engaged at school when they
influential role in maintaining refer to their participants as having
struggle to cope with literacy. In
and preserving professional dyslexia but in the great majority of
such cases, some may describe
influence and status. cases, this term is used as a generic
the child as lazy. This term has a
8. The erroneous notion that pejorative ring that is not helpful descriptor with no differentiation
dyslexics are all highly and is certainly best avoided. between dyslexic and other poor
intelligent individuals who The key task is to encourage the decoders.
struggle with decoding (itself struggling reader to maximise effort To date, accumulated scientific
a low-level cognitive task) can even when significant gains are not studies have not supported the
prove powerful and liberating. evident. notion that children with severe
Some argue that while IQ tests One particular danger of using the reading difficulties (whether they
are inappropriate for a diagnosis of term dyslexia to offset attributions are deemed dyslexic or not) can be
dyslexia, other tests of underlying of laziness is that this criticism helped significantly by the use of:
cognitive processes (e.g., working • Physical exercises/perceptual-
might be seen as a fair description
memory, rapid naming) can be motor training (sometimes
of poor readers who have not been
misleadingly labelled as”brain-
employed to help to diagnose given this diagnosis.
based”),
dyslexia. The Dyslexia Debate In summary, using the term
reviews this issue in detail and dyslexia to avoid improper • Coloured lenses or overlays,
shows that relevant studies have understandings of a child as lazy
• Vision therapies,
provided contrasting findings that or stupid is to fail to deal with
have limited value for the design the real problem of inappropriate • Auditory training programmes,
of effective forms of reading attributions. • Fatty acid (e.g., fish oil)
intervention. Our current knowledge supplements, and
indicates that it is generally better Myth D: A diagnosis of
to concentrate directly on academic • Biofeedback.
dyslexia will help teachers
skills rather than seeking to improve
underlying processes. to select the most powerful Myth E: A diagnosis of
ways to intervene. dyslexia should rightly
Myth C: Diagnosing dyslexia There is a widespread belief that
a diagnosis of dyslexia will help
result in the allocation of
will remove the risk of false point to appropriate forms of special accommodations
attributions of laziness or educational intervention. This (particularly in exams) and
stupidity. is wholly incorrect. There is no additional resources.
Many poor readers have been effective treatment for those who There are two key problems here.
unduly hurt by being treated are adjudged to have dyslexia that Firstly, there is the issue of equity
as lacking in intelligence and a differs from accepted practices and fairness. Myth E is particularly
diagnosis of dyslexia often seems for all children who struggle to problematic if it results in a failure
to be a sound way to counter this. decode. What is clearly evident is to provide appropriately for those

From the LDA Bulletin, Volume 46, Nos 1 and 2, May 2014
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Learning Difficulties Australia Volume 46, Nos 1 and 2, May 2014

poor readers who do not receive the child to continue to fail over uncertainty as to how to help.
a diagnosis of dyslexia. Certainly, time and, in the light of this, One thing that many parents feel
there will be many poor readers eventually seeking an assessment in that they can do is lobby for their
who, for a variety of reasons, are the hope of ultimately obtaining a child. In such circumstances, it is
less able to gain access to labels of (questionable) diagnosis. According unsurprising that so many seek a
this kind. Secondly, given that the to the Response to Intervention dyslexia assessment with all the
basis for a diagnosis of dyslexia model, the form of intervention advantages that this promises.
is highly problematic, allocating utilised should be supported by high However, as The Dyslexia Debate
resources on an unscientific basis of quality research evidence, and the demonstrates, parents are being
this kind is untenable. amount and nature of help provided misled by claims that such
Rather than basing provision upon should be determined largely on assessments are scientifically
a diagnosis of dyslexia, specialist the basis of the child’s response rigorous, and that a diagnosis will
resourcing should be closely tied to during the course of the specialised point to more effective forms of
performance over time in relation intervention. treatment.
to the acquisition and development It is surely time to adopt a more
of specific literacy skills. An Final comments scientific approach that will ensure
increasingly popular approach for Anyone who observes the anguish that all children who encounter
helping children with a variety of a child who struggles to read literacy difficulties receive the help
of learning difficulties (including will surely react with a mixture that they need.
reading), is known as Response to of sadness and sympathy. For
Intervention. Here, intervention parents of such children, the Julian Elliott is Principal of
takes place immediately a child hurt and humiliation will often Collingwood College and Professor of
begins to struggle academically. be compounded by a sense of Education at Durham University.
This is preferable to waiting for frustration, impotence, and Email: joe.elliott@durham.ac.uk

From the LDA Bulletin, Volume 46, Nos 1 and 2, May 2014
Learning Difficulties Australia – www.ldaustralia.org
For further information please contact: enquiries@ldaustralia.org