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ERIC Number: ED385037
Record Type: RIE
Publication Date: 1994-Mar
Pages: 21
Abstractor: N/A
The Dilemma of Defining Dyslexia: Differing Perceptions.
Perez, Katherine D.; Gaffney, Virginia Brady
Definitions of dyslexia provided by general and special educators, support personnel, parents, and administrators were compared and contrasted to currently accepted definitions found in the literature. In addition, the effects of symposium attendance on changing participants' perceptions of the definition of dyslexia were assessed. Surveys were completed by respondents before and after attending the symposium, and definitions were categorized into 17 characteristics. Significant differences were found between general and special educators' definitions of dyslexia. Although the literature frequently characterizes dyslexia as a language problem, this was not mentioned frequently by respondents. Dyslexia was most frequently characterized as a reading difficulty, and the next most frequently mentioned characteristic was reversals and inversions. When compared to educators' and administrators' pre-symposium responses, parents' perceptions of dyslexic characteristics displayed an adherence to definitions found in the literature. Dyslexia was more often viewed as involving a writing problem after the symposium than before. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at "Emerging Images of Learning: World Perspectives for the New Millennium," the Annual Conference of the Association for Supervision and Curriculum Development (49th, Chicago, IL, March 19-22, 1994).