| Abstrakt: |
A recent study conducted at Middle Tennessee State University explores the definition of dyslexia in light of scientific advancements and changing needs. The study examines the strengths and limitations of the 2002 consensus definition adopted by the International Dyslexia Association (IDA) and its application in research, policy, and practice. Key themes that emerged include the consideration of the neurobiological basis of dyslexia, the intersection of literacy challenges and mental health, and the role of context in defining dyslexia. The research aims to provide insights to guide the IDA in reassessing the definition and ensure it remains a valuable tool for research, identification, intervention, and advocacy. [Extracted from the article] |
