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Dyslexia: The evolution of a scientific concept

Published online by Cambridge University Press:  01 July 2009

JACK M. FLETCHER
JACK M. FLETCHER*
Affiliation:
Department of Psychology, University of Houston, TMC Annex, Houston, Texas
*
*Correspondence and reprint requests to: Jack M. Fletcher, Department of Psychology, University of Houston, TMC Annex, 2151 West Holcombe Boulevard, 222 TMC Annex, Houston, Texas 77204-5053. E-mail: [email protected]
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Abstract

In the past 25 years, scientific understanding of dyslexia and other learning disabilities has seen rapid progress in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention. I discuss this progress, emphasizing the central organizing influence of research and theory on basic academic skills on identification and sampling issues. I also emphasize how neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia. (JINS, 2009, 15, 501–508.)

Keywords

NeuropsychologyLearning disordersResponse to interventionPsychological testsMagnetic resonance imaging
Type
Short Review
Information
Journal of the International Neuropsychological Society , Volume 15 , Issue 4 , July 2009 , pp. 501 - 508
Copyright
Copyright © The International Neuropsychological Society 2009

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