ArticleOxford review of education2020
Defining and understanding dyslexia: past, present and future.
Article in Oxford review of education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 93 papers, 3 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
93 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review.Dyslexia (Chichester, England) · 2026Pooled it
- Early childhood exposure to general anesthesia and subsequent risk of learning disabilities: a systematic review and meta-analysis of cohort studies.BMC anesthesiology · 2026Pooled it
- AI-enabled eye-movement and emerging multimodal frameworks for precision dyslexia screening and reading pattern analysis.Frontiers in medicine · 2026Pooled it
- No evidence that same-language subtitles improve children's reading fluency.British journal of psychology (London, England : 1953) · 2026Trial
- Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia.Dyslexia (Chichester, England) · 2026Review
- Debating the Delphi View of Dyslexia: A Response to Metsala, Morsanyi and Colleagues.Dyslexia (Chichester, England) · 2026Article
- Electrophysiological Correlates of Familial Dyslexia in Two Siblings: A Case Report.Diagnostics (Basel, Switzerland) · 2026Article
- Implicit Sequence Learning in Children With Reading Difficulties: Dyslexia Versus Low Intellectual Functioning.Dyslexia (Chichester, England) · 2026Article
- Prologue: language abilities in persons with dyslexia.Annals of dyslexia · 2026Article
- Latent Profiles of Academic Anxiety and Working Memory in Adults with Varying Dyslexia-Related Risk.Journal of Intelligence · 2026Article
- Literacy Profiles in Twice-Exceptional Preadolescents with Intellectual Giftedness and Dyslexia.Behavioral sciences (Basel, Switzerland) · 2026Article
- Reading and Writing Profiles in Twice-Exceptional Adolescents with Intellectual Giftedness and Dyslexia.Journal of Intelligence · 2026Article
- Random Number Generation in Adults With Dyslexia: Further Evidence of Dyslexia-Related Executive Function Difficulties.Dyslexia (Chichester, England) · 2026Article
- Speech Sound Production in Adults with Dyslexia.Brain sciences · 2026Article
- On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students.Journal of psycholinguistic research · 2026Article
- Developmental trajectories of visual temporal integration and segregation in children with and without developmental dyslexia.The British journal of developmental psychology · 2026Article
- Functional Networks in Developmental Dyslexia: Auditory Discrimination of Words and Pseudowords.NeuroSci · 2026Article
- Linking Attention Deficits to Difficulties in the Comprehension of Complex Syntax in Dyslexia.Dyslexia (Chichester, England) · 2026Article
- Structural Brain Correlates of Poor Reading Comprehension.Neurobiology of language (Cambridge, Mass.) · 2026Article
- Beyond reading and spelling: exploring intelligence profiles in individuals with dyslexia through a Cattell-Horn-Carroll theory lens.Health psychology report · 2026Article
33 more citing papers are in PubMed but not listed here.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
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.
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Registered trials
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