Annotated Bibliography on Dyslexia

Annotated Bibliography on Dyslexia

1. Shaywitz, S. E., & Shaywitz, B. A. (2008). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.

This comprehensive review article provides an overview of dyslexia as a specific reading disability. It explores the neurobiological basis of dyslexia, focusing on brain imaging studies and genetic research. The authors discuss the cognitive and linguistic deficits associated with dyslexia, as well as the impact of early intervention and evidence-based interventions for individuals with dyslexia. This article serves as a valuable resource for understanding the biological and cognitive aspects of dyslexia.

2. Snowling, M. J., & Hulme, C. (2012). Annual Research Review: The nature and classification of reading disorders—A commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 53(5), 593-607.

In this article, Snowling and Hulme critically analyze proposed changes in the Diagnostic and Statistical Manual of Mental Disorders (DSM) regarding the classification of reading disorders, including dyslexia. They review current research on the nature and classification of reading disorders, highlighting the heterogeneity within the dyslexia population. The authors emphasize the importance of identifying subtypes of dyslexia and considering individual differences in order to develop effective interventions. This article offers insights into the ongoing debates and challenges surrounding the diagnosis and classification of dyslexia.

3. Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.

Lyon, Shaywitz, and Shaywitz present a comprehensive definition of dyslexia in this seminal article. They highlight the discrepancy between an individual's potential for learning and their actual reading achievement as a defining characteristic of dyslexia. The authors discuss the underlying cognitive processes involved in reading difficulties and emphasize the need for early identification and evidence-based interventions to support individuals with dyslexia. This article provides a clear understanding of the conceptualization and definition of dyslexia.

4. Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.

This book offers a comprehensive overview of learning disabilities, including an in-depth exploration of dyslexia. The authors cover various aspects related to identification, assessment, intervention, and educational strategies for individuals with dyslexia. They examine the cognitive, linguistic, and neuropsychological factors associated with dyslexia and provide evidence-based interventions for reading difficulties. With its practical approach and emphasis on effective intervention strategies, this book is a valuable resource for educators, clinicians, and researchers working with individuals with dyslexia.

5. Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. The Lancet, 386(10009), 803-812.

In this review article published in The Lancet, Peterson and Pennington provide an in-depth analysis of developmental dyslexia from a multidisciplinary perspective. They discuss the genetic and neurobiological underpinnings of dyslexia, as well as the cognitive processing deficits associated with this condition. The authors also explore the impact of early identification and intervention on long-term outcomes for individuals with dyslexia. This comprehensive article offers valuable insights into the current understanding of dyslexia from a developmental perspective.

Conclusion

This annotated bibliography includes a range of resources that cover different aspects of dyslexia, including its neurobiological basis, classification, definition, assessment, intervention strategies, and long-term outcomes. These resources provide a solid foundation for understanding the complexities of dyslexia and offer valuable insights into effective support for individuals with dyslexia.