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Lyon2003 Article ADefinitionOfDyslexia PDF
Lyon2003 Article ADefinitionOfDyslexia PDF
G. Reid Lyon
Sally E. Shaywitz
Bennett A. Sl@ywitz
CURRENT DEFINITIONm2003
were equally effective for all of the at-risk children studied even
when they were implanted intensively by well-prepared teach-
ers. As the committee discussed these findings, a consensus
emerged that the role of instructional history must be taken se-
riously. Specifically, the lack of response to scientifically in-
formed instruction is one factor that differentiates severe and
intractable reading deficits from reading failure resulting from
inadequate instruction. Thus, the definition of developmental
dyslexia and the identification of individuals with dyslexia
should address and assess the quality of response to expert
instruction.
Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede
growth of vocabulary and background knowledge. Addition
of this sentence gets to the downstream consequences of phono-
logical difficulties. This is critical in making sure that all under-
stand h o w p h o n o l o g i c a l difficulties lead to problems in
accuracy and fluency, which may lead to problems in vocabu-
lary and problems in background knowledge. Together, these
may impact on reading and understanding connected text. It is
important that we state this explicitly to put to rest the some-
times stated argument that accuracy and fluency in printed
word recognition "are not really reading." Furthermore, includ-
ing downstream difficulties in vocabulary and background
knowledge provides the field with a causal model that can help
guide comprehensive assessment efforts, for example, the as-
sessment of phonological awareness, alphabetic principle, accu-
racy, fluency, and vocabulary.
SUMMARY
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