NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ802296
Record Type: Journal
Publication Date: 2004-Oct-4
Pages: 8
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1696-2095
Some Problems in Determining the Prevalence of Dyslexia
Miles, Tim R.
Electronic Journal of Research in Educational Psychology, v2 n2 p5-12 Oct 2004
Any figure given for the prevalence of dyslexia must depend on how the word "dyslexia" is defined. There is no point in defining dyslexia as "poor reading"; what is of scientific interest is the syndrome specific to developmental dyslexia, as described by Critchley (1970) and others. Difficulties arise in determining the prevalence of dyslexia in this sense for the following reasons: (i) the condition may show itself differently in different languages; (ii) full assessments on a scale necessary for arriving at a prevalence figure would place a heavy demand on resources; (iii) the situation is further complicated by the fact that there are dyslexia variants--mild cases sometimes occurring among the relatives of those more severely affected. Research based on 8947 10-year-olds in the 10-year follow-up to the 1970 British Births Cohort Study suggested a figure of 3% for the severe cases, with a further 6% if all the variants and marginal cases are included. The limitations of these figures should be emphasised. (Contains 1 table.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom