Next Article in Journal
Effect of Metformin on Doxorubicin-Induced Memory Dysfunction
Previous Article in Journal
Flumazenil-Insensitive Benzodiazepine Effects in Recombinant αβ and Neuronal GABAA Receptors
Previous Article in Special Issue
Use of Prescribed Psychotropics during Pregnancy: A Systematic Review of Pregnancy, Neonatal, and Childhood Outcomes
Open AccessEditorial

Developmental Dyslexia: Where Do We Go from Here?

School of Psychology, University of East Anglia, Norwich NR4 7TJ, UK
Brain Sci. 2020, 10(3), 151; https://doi.org/10.3390/brainsci10030151
Received: 3 March 2020 / Accepted: 4 March 2020 / Published: 6 March 2020
(This article belongs to the Collection Collection on Developmental Neuroscience)
This editorial follows an influential review paper published in Brain Sciences in 2018 (What is Developmental Dyslexia? by John Stein). In this editorial, I present a critical look at the arguments in Stein’s review, with a particular view towards “looking ahead”. In looking ahead, I will focus on why dyslexia has been largely neglected by psycholinguistics and, in particular, shortfalls in knowledge about sentence processing. I will highlight some things that I think psycholinguistic methodologies can contribute to the understanding of developmental dyslexia. The editorial will then turn to address the larger research context of dyslexia. In short, investigations of dyslexia tend to be conducted across a wide range of disciplines, and by individuals with varied backgrounds, divergent views, and different goals. One argument I advance is that dyslexia has reached a point where “interdisciplinary” collaboration is essential, and in the event that that is not successful, the field would at least benefit from “adversarial collaborations”. Finally, I briefly address the issue of interventions (raised by Stein) for older children and adolescents by returning to the contributions that psycholinguistics can provide to dyslexia. The crux of my argument here is that there exists a missing link in interventions, and that missing link is sentence-level language comprehension. View Full-Text
Keywords: dyslexia; eye movements; reading impairment; temporal asynchrony; verbal efficiency hypothesis; reading interventions dyslexia; eye movements; reading impairment; temporal asynchrony; verbal efficiency hypothesis; reading interventions
Show Figures

Figure 1

MDPI and ACS Style

Engelhardt, P.E. Developmental Dyslexia: Where Do We Go from Here? Brain Sci. 2020, 10, 151.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop