The Dilemma of Defining Dyslexia: Differing Perceptions.

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 respons s, 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) *********************************************************************** * Reproductions supplied by EDRS are the best that can be male * * from the original document. * ****************************************************************** The Dilemma of Defining Dyslexia: Differing Perceptions Katherine D. Perez, Assistant Dean, School of Education, Saint Mary's College of California and Virginia Brady Gaffney, Retired Director of the Reading Leadership, and Special Education Programs, School of Education, Saint Mary's College of California Running Head: Perez and Gaffney: DEFINING DYSLEXIA 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 1C-C TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (EMUBEST COPY AVAILABLE U.S. DEPARTMENT OF EDLICAY31 Oh we of Educanonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTEP (ER ICI Or-firrs document has been reprodeced as reserved from the person Or orgaruzabon 0,,gtnabng C Mmor changes have been made to improve reproductron qualify Points at view or opmronssraredln! hrs cloCo meal do not necessaniy represent offic.a1 OE RI posttrOs or oohcy Perez and Gaffney: Defining Dyslexia Dilemma, page 2 Abstract Dyslexia has been defined, historically and functionally in many overlapping and sometimes conflicting terms, thus leading to confusion and inprecision in diagnosis, treatment, and remediation of the problem. This study was undertaken to ascertair if practioneers in the field (general and special educators, student teachers, and support personnel), define dyslexia in a similar way as do parents, and administrators, and if these definitions concur with currently accepted defi-nitions of dyslexia in the literature. In addition, the study sought to determine if definitionial emphasis on certain characteristics manifested by dyslexic students would change after attendance at an all-day symposium on dyslexia. Surveys, both preand post-symposium were collected, and attendees' responses were categorized into 17 characteristics, then ranked according to frequency. The Wilcoxon Matched-Pairs Signed Ranks Test indicated significant differences jp<. 05) existed, with writing as a characteristic moving from a rank of 11, to a rank of 1, as the most frequent response. Chi-Square Tests of Homogeneity used on the pre-symposium samples determined significant differences (12<.10) between general and special educators' definitions of dyslexia as a language problem and as a learning disability. Parents' perceptions of dyslexic charac-teristics, when compared to Educators' and Administrators' pre-symposium responses, although not statistically significant, displayed an almost intuitive adherence to definitons found in the literature, and underscore the necessity of parental involvement in the diagnosis and treatment of dyslexic students.Dyslexia has been defined, historically and functionally in many overlapping and sometimes conflicting terms, thus leading to confusion and inprecision in diagnosis, treatment, and remediation of the problem. This study was undertaken to ascertair if practioneers in the field (general and special educators, student teachers, and support personnel), define dyslexia in a similar way as do parents, and administrators, and if these definitions concur with currently accepted defi-nitions of dyslexia in the literature. In addition, the study sought to determine if definitionial emphasis on certain characteristics manifested by dyslexic students would change after attendance at an all-day symposium on dyslexia. Surveys, both preand post-symposium were collected, and attendees' responses were categorized into 17 characteristics, then ranked according to frequency. The Wilcoxon Matched-Pairs Signed Ranks Test indicated significant differences jp<. 05) existed, with writing as a characteristic moving from a rank of 11, to a rank of 1, as the most frequent response. Chi-Square Tests of Homogeneity used on the pre-symposium samples determined significant differences (12<.10) between general and special educators' definitions of dyslexia as a language problem and as a learning disability. Parents' perceptions of dyslexic charac-teristics, when compared to Educators' and Administrators' pre-symposium responses, although not statistically significant, displayed an almost intuitive adherence to definitons found in the literature, and underscore the necessity of parental involvement in the diagnosis and treatment of dyslexic students. Perez and Gaffney: Defining Dyslexia Dilemma, page 3 The Dilemma of Defining Dyslexia: Differing Perceptions Historical Perspectives Unraveling the myths of dyslexia can be a somewhat daunting task. In the past, dyslexia was a term loosely applied to severe reading disabilities. However, professionals in both reading and other fields define dyslexia in various ways. Dyslexia has been described as a neurologically-based disorder in which there is an unexpected failure to read. Medical professionals consider dyslexia as a condition resulting from neurological, maturational, and genetic causes (Harrie 1984), while those in the field of psychology identify dyslexic individuals on the bas:s of specific reading problems evidenced, and do not refer to causation. Opthamologists view the disorder as a vision problem, and devise specific eye exercises to help children compensate for their lack of "fusion". The term "congenital word blindness" was first used to refer to dyslexia by British opthamologists who viewed dyslexia primarily as a visual disorder (Rosenberger 1992). Samuel Orton, a British researcher noted in the field, was joined by American neurologists in the 1930's; these researchers saw the frequent association between reading disabilities and language disorders in primary grades, and, therefore classified dyslexia as a language disorder (Rosenberger 1992). Current researchers (Catts 1989; Duane 1979; Kamhil992) conclude that dyslexia involves a life-long, possibly genetic, difficulty with language in both expressive and receptive skills in written langauge. Similarly,