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This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy-makers. © 2012 The Author. Journal of Research in Special Educational Needs © 2012 NASEN.

Original publication

DOI

10.1111/j.1471-3802.2012.01262.x

Type

Journal article

Journal

Journal of Research in Special Educational Needs

Publication Date

01/01/2013

Volume

13

Pages

7 - 14