Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series

This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive– behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and th...

Full description

Saved in:
Bibliographic Details
Published in:Learning disability quarterly 2021-08, Vol.44 (3), p.140-144
Main Authors: Hall, Colby, Vaughn, Sharon
Format: Article
Language:English
Subjects:
Brain
Children
Concept formation
Dyslexia
Identification
Reading instruction
Special Series: Conceptualization, Identification, and Treatment of Dyslexia
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3
cites cdi_FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3
container_end_page 144
container_issue 3
container_start_page 140
container_title Learning disability quarterly
container_volume 44
creator Hall, Colby
Vaughn, Sharon
description This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive– behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.
doi_str_mv 10.1177/0731948720929010
format article
fullrecord <record><control><sourceid>jstor_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8993182</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>27286833</jstor_id><sage_id>10.1177_0731948720929010</sage_id><sourcerecordid>27286833</sourcerecordid><originalsourceid>FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3</originalsourceid><addsrcrecordid>eNp9kUuP0zAQgC0EYsvCnQsoEhcOBPxKbF9WWnV5VFppJdQDN8txxo2rJC52glh-_brbUmAP-GJZ8803Mx6EXhL8nhAhPmDBiOJSUKyowgQ_QgtKalkyUX97jBb7cLmPn6FnKW1xPkzRp-iMVRxjifkC7ZZzjDBOxVdIYKLtitXoQhz8uCmmDoplGC3sptn0_peZfBjfFas28955e3ybsS3WEcw07D3BFVe3qYef3hSXNoaUips4dWETza7zkJ6jJ870CV4c73O0_vRxvfxSXt98Xi0vr0vLJZ_KtnGqkQqoagSp8wyM1zU0GBOBqW2gFlJK65RkhjPcCm4aB8Rx4kTDnGXn6OKg3c3NAK3NrUXT6130g4m3Ohiv_42MvtOb8ENLpRiRNAveHgUxfJ8hTXrwyULfmxHCnDStuaIV40xl9M0DdBvmOObpNK2q3Det7oX4QN1_SgR3aoZgvd-mfrjNnPL67yFOCb_Xl4HyACSzgT9V_yN8deC3aQrx5KOCyloyxu4AP-qy6g</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2554662582</pqid></control><display><type>article</type><title>Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series</title><source>SAGE:Jisc Collections:SAGE Journals Read and Publish 2023-2024:2025 extension (reading list)</source><creator>Hall, Colby ; Vaughn, Sharon</creator><creatorcontrib>Hall, Colby ; Vaughn, Sharon</creatorcontrib><description>This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive– behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.</description><identifier>ISSN: 0731-9487</identifier><identifier>EISSN: 2168-376X</identifier><identifier>DOI: 10.1177/0731948720929010</identifier><identifier>PMID: 35400804</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications, Inc</publisher><subject>Brain ; Children ; Concept formation ; Dyslexia ; Identification ; Reading instruction ; Special Series: Conceptualization, Identification, and Treatment of Dyslexia</subject><ispartof>Learning disability quarterly, 2021-08, Vol.44 (3), p.140-144</ispartof><rights>Hammill Institute on Disabilities 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3</citedby><cites>FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3</cites><orcidid>0000-0002-0779-1322</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,776,780,881,27901,27902</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35400804$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hall, Colby</creatorcontrib><creatorcontrib>Vaughn, Sharon</creatorcontrib><title>Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series</title><title>Learning disability quarterly</title><addtitle>Learn Disabil Q</addtitle><description>This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive– behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.</description><subject>Brain</subject><subject>Children</subject><subject>Concept formation</subject><subject>Dyslexia</subject><subject>Identification</subject><subject>Reading instruction</subject><subject>Special Series: Conceptualization, Identification, and Treatment of Dyslexia</subject><issn>0731-9487</issn><issn>2168-376X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kUuP0zAQgC0EYsvCnQsoEhcOBPxKbF9WWnV5VFppJdQDN8txxo2rJC52glh-_brbUmAP-GJZ8803Mx6EXhL8nhAhPmDBiOJSUKyowgQ_QgtKalkyUX97jBb7cLmPn6FnKW1xPkzRp-iMVRxjifkC7ZZzjDBOxVdIYKLtitXoQhz8uCmmDoplGC3sptn0_peZfBjfFas28955e3ybsS3WEcw07D3BFVe3qYef3hSXNoaUips4dWETza7zkJ6jJ870CV4c73O0_vRxvfxSXt98Xi0vr0vLJZ_KtnGqkQqoagSp8wyM1zU0GBOBqW2gFlJK65RkhjPcCm4aB8Rx4kTDnGXn6OKg3c3NAK3NrUXT6130g4m3Ohiv_42MvtOb8ENLpRiRNAveHgUxfJ8hTXrwyULfmxHCnDStuaIV40xl9M0DdBvmOObpNK2q3Det7oX4QN1_SgR3aoZgvd-mfrjNnPL67yFOCb_Xl4HyACSzgT9V_yN8deC3aQrx5KOCyloyxu4AP-qy6g</recordid><startdate>20210801</startdate><enddate>20210801</enddate><creator>Hall, Colby</creator><creator>Vaughn, Sharon</creator><general>Sage Publications, Inc</general><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-0779-1322</orcidid></search><sort><creationdate>20210801</creationdate><title>Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies</title><author>Hall, Colby ; Vaughn, Sharon</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Brain</topic><topic>Children</topic><topic>Concept formation</topic><topic>Dyslexia</topic><topic>Identification</topic><topic>Reading instruction</topic><topic>Special Series: Conceptualization, Identification, and Treatment of Dyslexia</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hall, Colby</creatorcontrib><creatorcontrib>Vaughn, Sharon</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Docstoc</collection><collection>Nursing &amp; Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Learning disability quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hall, Colby</au><au>Vaughn, Sharon</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series</atitle><jtitle>Learning disability quarterly</jtitle><addtitle>Learn Disabil Q</addtitle><date>2021-08-01</date><risdate>2021</risdate><volume>44</volume><issue>3</issue><spage>140</spage><epage>144</epage><pages>140-144</pages><issn>0731-9487</issn><eissn>2168-376X</eissn><abstract>This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive– behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.</abstract><cop>Los Angeles, CA</cop><pub>Sage Publications, Inc</pub><pmid>35400804</pmid><doi>10.1177/0731948720929010</doi><tpages>5</tpages><orcidid>https://orcid.org/0000-0002-0779-1322</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 0731-9487
ispartof Learning disability quarterly, 2021-08, Vol.44 (3), p.140-144
issn 0731-9487
2168-376X
language eng
recordid cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_8993182
source SAGE:Jisc Collections:SAGE Journals Read and Publish 2023-2024:2025 extension (reading list)
subjects Brain
Children
Concept formation
Dyslexia
Identification
Reading instruction
Special Series: Conceptualization, Identification, and Treatment of Dyslexia
title Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-31T04%3A39%3A41IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Current%20Research%20Informing%20the%20Conceptualization,%20Identification,%20and%20Treatment%20of%20Dyslexia%20Across%20Orthographies:%20An%20Introduction%20to%20the%20Special%20Series&rft.jtitle=Learning%20disability%20quarterly&rft.au=Hall,%20Colby&rft.date=2021-08-01&rft.volume=44&rft.issue=3&rft.spage=140&rft.epage=144&rft.pages=140-144&rft.issn=0731-9487&rft.eissn=2168-376X&rft_id=info:doi/10.1177/0731948720929010&rft_dat=%3Cjstor_pubme%3E27286833%3C/jstor_pubme%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c484t-dbf9b89e29b7169483466eb001702cbe67888cf983a430d74abfe1f41f7b3fc3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2554662582&rft_id=info:pmid/35400804&rft_jstor_id=27286833&rft_sage_id=10.1177_0731948720929010&rfr_iscdi=true