Published in 2006 by John Wiley & Sons, Ltd. DYSLEXIA 12: 150–154 (2006)

Published online in Wiley InterScience(www.interscience.wiley.com). DOI: 10.1002/dys.319

& BOOK REVIEW

Facilitating International Efforts for Dyslexia: A review of ‘Dyslexia inContext: Research, Policy and Practice’y edited by Gavin Reid & AngelaFawcett, London: Whurr Publishers, 2004, 349 pages + Xii, ISBN 1 86156426 0,£25.00

Since the time of Pringle-Morgan (1896), dyslexia has been a topic of growinginterest, research and public concern. Dyslexia in Context: Research, Policy andPractice is an edited volume of papers that were presented at the 6th conferenceof the British Dyslexia Association, ‘Dyslexia: the dividends from research topolicy and practice’, held at Warwick University in March 2004. Gavin Reid andAngela Fawcett provide a book with up-to-date and essential information aboutthe relevant controversies in research, diagnosis, treatment, and policy pertainingto dyslexia. Prominent authors from the UK, USA and Europe present seasonedinternational perspectives that will benefit laypersons and professionals. InChapter 1, the editors provide a broad overview of recent advances in dyslexia,propose several future directions, and explain how the ensuing chapters supportthese future directions. The remaining 18 chapters are subdivided into threesections: Research, Policy and Practice. Short introductions highlight eachsections’ contributions to the book’s broader objectives. This book successfullyadvocates for an international integration of dyslexia research, policy andpractice to produce well-coordinated and marked improvements for individualswith dyslexia. It reflects the BDA conference’s international and broad focus andis a good example of how international efforts can be facilitated anddisseminated. Overall, this book achieves a commendable goal and is aninvaluable resource for parents and professionals involved in dyslexia research,practice and policy.

Section 1, Research (Chapters 2–7), covers some prominent theories ofdevelopmental dyslexia, a brief review of genetic research, a neuropsychologicalassessment and treatment model, and highlights important considerations whenreading difficulties are present in individuals for whom English is a secondlanguage. Chapters 2, 3 and 6 cover the theories of Angela Fawcett and RoderickNicolson (cerebelar theory), Aryan Van der Leij (automatization theory), and thephonological theory. In Chapter 2, Fawcett and Nicolson masterfully demonstratea truly collaborative approach to theory development and theory testing. Alldyslexia researchers would benefit from reading this chapter and working toemulate its non-defensive, collaborative and open-minded tone, as such a tonestarkly contrasts the overly critical, unbalanced and sometimes ‘campy’ writingsthat also exist within this field. Fawcett and Nicolson provide a thoroughbackground on the development and empirical support of their theory and adetailed account of the theory’s contributions. However, they also cogentlyrespond to published criticisms of the cerebellar theory. Overall, Chapter 2provides a model for thoroughly presenting and reviewing a theory of dyslexia

yThis article is a US Government work and is in the public domain in the USA.

and admirably advocates for positive and open-minded collaborations amongdyslexia researchers. Van der Leij’s account of an automatization theory is thesole focus of Chapter 3. Here the author provides a unique perspective on theconcepts of flexible and inflexible systems that might impact the abilities ofindividuals with dyslexia. While many may not agree with Van der Leij’sperspective, the chapter is well presented and thought provoking. The author’sunique application of common terms provides the reader with a refreshingopportunity to reflect on how Van der Leij’s constructs of inflexible and flexibleabilities fit with the reader’s own views of dyslexia and the burgeoning evidenceof neural plasticity being present across the life span when effective treatmentparadigms or principles are utilized (Adair et al., 2000; Conway et al., 1998;Kendall, Conway, Rosenback, & Gonzalez-Rothi, 2003; Torgesen, Wagner,Rashotte, Alexander, & Conway, 1998). Chapter 4, John Stein, includes a succinctreview of genetics and the roles such research may play in future diagnosis. Thisis a well-written synopsis, but the technical terminology will challenge those notfamiliar with genetics research. It is unfortunate that although the editors brieflydescribe John Stein’s work on a magnocellular theory of dyslexia in Chapter 1, nochapters on this theory are included in the book. Virginia Berninger, Chapter 5,describes the importance of treatment programs being based on individualassessment profiles, monitored with ongoing assessments, supported by currenttheories and research, and consistent with in vivo neuroimaging research. As amodel, she presents the genesis of and rationale for her own neuropsychologicalassessment approach, describes in detail an assessment battery she authored anddiscusses her treatment program. This chapter covers a very broad range ofinformation (six subsections) and at times the reader must determine how thesubsections relate and may be challenged by the use of neuropsychologicalterminology. However, Berninger’s extensive work in this field exemplifieslaboratory research directly and carefully impacting formal education (diagnosis,classroom instruction, curriculum, and intervention). Overall, Berninger presentsa sound neuropsychological approach to theory, assessment and treatment ofdyslexia. In Chapter 6, John Rack reviews the phonological theory and resultsfrom prominent treatment studies that used a multisensory phonologicalapproach, but overall he advocates the importance of identifying individualdifferences. Similar to Berninger, he advocates tailoring treatments respective toindividuals’ strengths and weaknesses. One key point in the data Rack reviews isthat cognitive weaknesses can be remediated and should be the primary targetsof intervention. Linda Siegel and Ian Smythe, Chapter 7, present importantperspectives on the differential diagnosis of dyslexia versus an instructionallybased reading difficulty when English is an additional language (EAL). Thischapter uses case studies to describe common presentations of EAL and resultsfrom a longitudinal study provide compelling support for sensitivity to and earlyidentification of reading difficulties among children with EAL. Overall, Chapters2-7 (Research) provide a thorough and thought-provoking account of prominenttheories of dyslexia, the genetic basis of dyslexia, the importance of attention toindividual differences and tailored remediation, and important considerationswhen reading difficulties emerge in EAL.

Section 2, Policy (Chapters 8–12), covers a broad range of topics on policychanges to better provide early assessment and effective interventionor prevention for all children at risk for reading difficulties. Lindsay Peer,

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Chapter 8, presents an interesting review of the development of national dyslexiapolicies in the UK. These policies reportedly formed collaborative partnershipsbetween parents, children with reading deficits, and schools. From Peer’sdescription, the UK has made good progress towards national policiessupporting the importance of early identification, parental involvement ineducation, research-supported treatment and facilitating positive attitudinalchanges among schools, children and parents. In Chapter 9, Reid Lyon andcolleagues give a parallel example of how USA policies finally evolved to beingempirically based, rather than relying on educational fads, ideologies, untestedtheories and political interests. Lyon’s intriguing account of multiple paradigmshifts in the US, which brought empirical evidence to the forefront of policymaking, is enhanced by a wealth of references for additional information beyondthe scope of the chapter. Chapters 10 and 11 (David McLaughlin, and GlennYoung and Jane Browning, respectively) offer contrasting UK and USperspectives on the impact of dyslexia in the workplace from both employerand employee perspectives. They provide a compelling account of dyslexia’soccupational impacts. However, the two chapters differ greatly in the amount ofempirical data reviewed or mentioned to substantiate the expressed views; theUK chapter provides substantially more empirical evidence than the US chapter.Chapter 12 effectively promotes the value of early identification of at-risk ordyslexic children, from both US and UK perspectives. Margaret Crombie andcolleagues thoroughly address concerns about potential negative effects fromlabelling a child as dyslexic at an early age versus the potentially greater negativeimpact of not providing early intervention and allowing academic failure.Crombie provides unequivocal rationale for why early identification andintervention should occur proactively in both policy and practice. Overall,Chapters 8–12 (Policy) provide salient information on the critical importance ofspecific policies for dyslexia diagnosis, prevention, and remediation.

Practice, the third and final section (Chapters 13–19), discusses how theconvergence of policy and research can produce dramatic improvements for bothadults and children with dyslexia. Neil MacKay (Chapter 13) describes thecompelling points behind his leadership of the ‘dyslexia-friendly schools’movement. MacKay has successfully brought this awareness and environmentalchange to schools throughout the UK. However, Michael Johnson (Chapter 14)presents tenable arguments that this movement is too limited in scope andpractice. Johnson promotes modifications at the school level to accommodate alllearning and behaviour differences in children, as well as specific considerationsfor their emotional needs. Nicolson and Fawcett (Chapter 15) present develop-mental models of reading and in general address the application of research frommultiple disciplines to the science of teaching reading in a classroom. Essentialcomponents of the science of learning, e.g. specific instruction, scaffoldedinstruction, and common mistakes in reading research are also well articulated.Overall, Nicolson and Fawcett equate teaching reading with climbing amountain. They reiterate the book’s main theme of identifying areas forinternational collaborations in research, policy, and practice to provide functionalliteracy skills for all individuals with dyslexia. Surprisingly, the title of Chapter16, by Geoff Lindsay, implies a discussion of the importance of using baselineassessments to aid early identification. However, the chapter is a chronology ofUK efforts to establish a uniform baseline assessment program for schools to

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measure many academic domains, but not the identification of children withdyslexia or at risk reading skills. While it is interesting to learn about the baselineassessment systems in the UK, this chapter’s exclusion of the primary topic ofthis book, dyslexia, and the baseline assessment program’s omission of a measureof pre-reading literacy skills, which reliably predict the development of reading,makes it unclear why this chapter was included. In Chapter 17, Anne Hendersonand Steve Chinn review the main objectives of the UK’s national mathematicscurricula, the National Numeracy Strategy (NNS), which has been implementedin the UK since September 1999. The authors provide personal opinions, based onmany years of teaching experience, about which NNS objectives may be difficultfor children with dyslexia. While the breakdown of the learning objectives is welldelineated and many practical strategies are provided, the chapter is markedlyvoid of empirical support for the NNS objectives, the authors’ opinions on whatobjectives may or may not be difficult for children with dyslexia, and thepractical suggestions. Experiential-based opinions can provide valuable insightsand considerations for potentially beneficial practices, but empirically validatedviews and practices should guide policy and practice. Basing mathematicscurricula or national policy and practice on professional experience, opinion andun-validated constructs or methods directly resembles the historical ideologiesthat dominated reading instruction and policy for countless decades, eventhough these ideologies and methods typically lacked empirical support.Hopefully, the policy and practice of mathematics instruction will be based onthis book’s first section, research, and will not duplicate the slow evolution toempirically based diagnosis and treatment that plagued the field of dyslexia fordecades. While mathematics is an important topic of consideration for childrenwith learning disabilities, the editors’ decision to include a chapter onmathematics instead of a chapter on one of the prominent theories of dyslexia,e.g. the magnocellular theory, or a topic directly relevant to dyslexia is puzzlingand does not follow the books stated purpose. Chapter 18 (Victoria Crivelli,Moira Thomson, and Bodil Andersson) covers an important discussion on theuse of information and communication technology (ICT) for children and adultswith dyslexia. Great advances in computer hardware and software haveprovided a broad offering of resources for individuals with dyslexia and asample of these resources is well articulated by the authors. Also, the authorsprovide a broad range of face-valid recommendations, useful categories of ICTresources, and an important model for conceptualizing software as targetingprevention, practice or a compensation approach to intervention. However, a lackof empirical data on the effectiveness, efficacy, reliability and validity of theseresources seriously hinders the appropriate or best practice use of theseresources. In the final chapter (19), Pamela Deponio describes importantconsiderations regarding the co-occurrence of specific learning difficulties. Sheillustrates how symptoms may overlap between disorders, the importance of athorough and appropriate diagnosis, the goals of intervention and the potentialcosts of under-diagnosing or mis-diagnosising co-occurring difficulties. Overall,Deponio presents a thorough discussion of co-occurring difficulties that isessential reading for parents, teachers, policy makers, and researchers.

Reid and Fawcett have edited an essential guide for facilitating internationalefforts towards improving research, policy and practice in dyslexia. While somechapters failed to maintain a focus on empirically driven policy and practice, it is

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hopeful that this book will spurn additional research in these lacking areas. Withadditional research, dramatic advances in policy and practice can be facilitated.Reid and Fawcett have made a substantial contribution towards these goals andparents, educators, researchers and policy makers will greatly benefit from theinformation presented in this book.

ACKNOWLEDGEMENTS

This material is based upon work supported in part by the Office of R&D,Rehabilitation R&D Service. US Department of Veterans Affairs.

References

Adair, J. C., Nadeau, S. E., Conway, T. W., Gonzalez-Rothi, L. J., Heilman, P. C., Green, I. A.,& Heilman, K. M. (2000). Alterations in the functional anatomy of reading induced byrehabilitation of an alexic patient. Neuropsychiatry, Neuropsychology and BehavioralNeurology, 13(4), 303–311.

Conway, T. W., Heilman, P., Gonzalez-Rothi, L., Alexander, A. W., Adair, J., Crosson, B.,& Heilman, K. M. (1998). Treatment of a case of phonological alexia with agraphia usingthe Auditory Discrimination in Depth (ADD) program. Journal of the InternationalNeuropsychological Society, 4, 608–620.

Kendall, D. L., Conway, T., Rosenbeck, J., & Gonzalez-Rothi, L. (2003). Phonologicalrehabilitation of acquired phonologic alexia. Aphasiology, 17(11), 1073–1095.

Pringle-Morgan, W. (1896). A case of congenital word blindness. British Medical Journalii:178 (reprinted (1996) in Dyslexia Review, Staines) 8(2), 29.

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Alexander, A. W., & Conway, T. W. (1998).Preventive and remedial interventions for children with severe reading disabilities.Learning Disabilities, An Interdisciplinary Journal, 8(1), 51–61.

Tim ConwayMalcom Randall VAMC

RR&D Brain Rehabilitation Research Center (151A)1601 SW Archer Rd, Gainesville

FL 32608-1197, USA

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