{"id":26725,"date":"2022-12-06T07:40:39","date_gmt":"2022-12-06T12:40:39","guid":{"rendered":"https:\/\/www.sr-research.com\/?p=26725"},"modified":"2023-11-15T12:06:08","modified_gmt":"2023-11-15T17:06:08","slug":"dyslexia-definition","status":"publish","type":"post","link":"https:\/\/www.sr-research.com\/zh\/eye-tracking-blog\/dyslexia\/dyslexia-definition\/","title":{"rendered":"\u9605\u8bfb\u969c\u788d\u5b9a\u4e49"},"content":{"rendered":"
\n
\"dyslexia
\\<\/figcaption><\/figure>\n<\/div>\n\n\n

<\/path><\/svg><\/span><\/span>Estimated reading time: <\/span>5<\/span> \u5206\u949f<\/span><\/p>\n\n\n\n

Dyslexia is a neurobiological learning disorder that affects a person’s ability to read. This basic description hides the complexity behind the concept. Not only is its symptomology ever-changing across time<\/a><\/strong> and sources, but dyslexia goes by multiple names. <\/p>\n\n\n\n

“Dyslexia” Terms and Definitions<\/h2>\n\n\n\n

Rudolf Berlin first used the term “dyslexia”<\/a><\/strong> in the 1880s to describe reading issues, not due to visual impairments. Since that time, substantial<\/a><\/strong> academic research has focused on dyslexia with entire journals<\/a><\/strong> devoted to the topic. However, to this day, there is no universally accepted definition or description of dyslexia. Two ubiquitous definitions come from the International Dyslexia Association and the American Psychiatric Association. Their underlying common thread is that we are dealing with a neurobiological reading disorder. However, differences arise in the details, including its name.<\/p>\n\n\n\n

Dyslexia (International Dyslexia Association)<\/h3>\n\n\n\n

Recognizing the need for consensus, the International Dyslexia Association<\/strong><\/a> created a committee<\/a><\/strong> with prominent dyslexia researchers and practitioners to define “dyslexia” in the early 1990s. They published their first definition in 1994 with an update in 2002<\/a><\/strong>:<\/p>\n\n\n\n

\n

\u201cDyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and\/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.\u201d<\/em><\/p>\nInternational Dyslexia Association, 2002<\/cite><\/blockquote>\n\n\n\n

Note, the International Dyslexia Association characterizes individuals with dyslexia as having difficulties in (1) word recognition, (2) spelling, and (3) decoding. They further highlight the fallout from these difficulties including reading comprehension issues and vocabulary growth. <\/p>\n\n\n\n

Specific Learning Disorder with Impairment in Reading (American Psychiatric Association)<\/h3>\n\n\n\n

For the American Psychiatric Association<\/a><\/strong>, “dyslexia” per se is not a disorder. In the DSM-5-TR<\/a><\/strong>, an American Psychiatric Association manual setting criteria for diagnosing mental disorders, a “reading” difficulty is part of the specific learning disorder<\/em> and is grouped with learning issues relating to writing (dysgraphia) and math (dyscalculia). The specific learning disorder is considered a neurodevelopmental disorder with a biological origin.<\/p>\n\n\n\n

In the DSM-5-TR<\/a><\/strong>, there are criteria an individual must meet to have a specific learning disorder, one being difficulty with at least one of the following: word reading, reading comprehension, spelling, writing (grammar, punctuation, or organization), math (number concepts, number facts or calculations), and math reasoning. With a specific learning disorder diagnosis, a clinician must indicate if there is an impairment in reading, written expression, and\/or mathematics – each with its own criteria. For example, a “specific learning disorder with impairment in reading<\/em>” diagnosis necessitates difficulties with: <\/p>\n\n\n\n