Author(s): John Sabatini – The University of Memphis
This article talks about Dyslexia been studied since the 19th century, but simple truths have been elusive. Misconceptions persist among the public and educators, particularly regarding adult learners. This article highlights the findings on dyslexia, diagnosis, and instructional implications for adults.
It also explores the debate surrounding the social value of dyslexia as a diagnosed condition, which affects attitudes and services for learners of all ages. Additionally, it considers how emerging technologies and research methods are reshaping the understanding of reading cognition and the evolving nature of reading literacy.
ALE Journal – Volume 4, Issue 2