Biologising reading problems

The specific case of dyslexia

Bibliographic Data

ID13041462
AuthorsJoão Lopes (0000-0001-5005-120X, University of Minho, corresponding author)
Year2012
Volume7
Issue2
Pages215-229
Publication date2012-05-29
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueContemporary Social Science (JOURNAL)
Journal identifiersISSN: 2158-2041 • E-ISSN: 2158-205X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/21582041.2012.692098
OpenAlexW1972304266
LanguageEN
Citations received2
References cited36

Biologising the problems of reading has a long tradition. However, modern and non-invasive techniques, like functional magnetic resonance imaging (fMRI), that allow the mapping of changes in brain hemodynamic that corresponds to mental operations, boosted a wave of new research on the subject. This paper traces the history of treating a problem in teaching/learning as a disease-like condition. It also examines the beliefs of professionals in relation to dyslexia, and how they are biased by published research and the imbalance between biological and educational perspectives in published research. Overall, the educational perspective is underrepresented in published research about dyslexia, while the biological perspective is overrepresented. This is puzzling since to date biological perspectives have not produced any effective interventions for dyslexia, and almost all major claims for the biological view remain unproven. Nevertheless, biological models have a great influence on the beliefs of practitioners about the nature of dyslexia

Cognitive psychology · Dyslexia · Epistemology · Functional magnetic resonance imaging · Linguistics · Perspective (graphical · Psychiatry · Psychological intervention · Reading (process · Cognitive and developmental aspects of mathematical skills · Computer Science · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology · Reading and Literacy Development

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