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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Defining and understanding dyslexia: past, present and future Snowling, Margaret J.; Hulme, Charles; Nation, Kate In: Oxf Rev Educ (2020) Abstract: Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty – specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of ‘discrepancy’ definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed. Keyword: Research Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7455053/ http://www.ncbi.nlm.nih.gov/pubmed/32939103 https://doi.org/10.1080/03054985.2020.1765756 BASE Hide details 2 The limitations of orthographic analogy in early reading development : performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy Nation, Kate; Allen, Richard; Hulme, Charles In: Journal of experimental child psychology. - Amsterdam : Elsevier 80 (2001) 1, 75-94 BLLDB Show details 3 Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills Nation, Kate; Hulme, Charles In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 32 (1997) 2, 154-167 BLLDB Show details 4 The automatic activation of sound-letter knowledge : an alternative interpretation of analogy and priming effects in early spelling development Nation, Kate; Hulme, Charles In: Journal of experimental child psychology. - Amsterdam : Elsevier 63 (1996) 2, 416-435 BLLDB Show details

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