This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: A Texas A&M University researcher helped shape the first major update in more than two decades to the International Dyslexia Association's definition of dyslexia. The revised definition reflects advances in dyslexia research and could influence how schools, policymakers and others identify and support students with learning disabilities.
Malatesha Joshi, Dennie Smith University Professor of Literacy Education and Educational Psychology and Regents Professor in the College of Education and Human Development, earned his title through his research contributions in literacy development and special education. He served on a three-person executive committee that collaborated with a 15-member subcommittee of international scholars to craft the update. After consulting international experts, the committee reached a consensus on the strengths and weaknesses of the 2002 definition and released its first revised version.
"The previous definition was a good definition based on the research at that time, but I think some of the biggest weaknesses were its emphasis on brain function and it was mainly based on English or Western European alphabetic writing systems," Joshi said. "This deserves attention because there hasn't been an update since 2002." The new definition makes three major changes: It removes the reliance on IQ tests, includes languages other than English and emphasizes earlier identification and support. The changes are outlined in the Annals of Dyslexia.
The 2002 definition required a difference of 15 points between a standardized IQ test and a reading test for a student to qualify as dyslexic. As a result, many students who needed a diagnosis were excluded, Joshi said. "There were many children that came close to that definition, but just missed that 15-point difference by one point.
Because of that, they were not allowed further help," he said. "Walking, talking and eating are all brain-based activities. We have taken out the brain-based content so people don't think there is something wrong with their brain if they cannot read or have dyslexia." Under the new definition, IQ tests should no longer be used, Joshi said.
"Because the definition emphasized IQ tests so heavily, every state and school has used them to diagnose, and hopefully that will be one of the big changes we see," he said. "It's more productive to administer a reading test rather than an IQ test. There are several subcomponents of reading, like how accurate you are or your speed of reading, and those can be determinants for dyslexia." Since 2002, researchers have significantly expanded the study of dyslexia in countries where English is not the primary language.
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