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The Open University

Understanding dyslexia

The Open University via OpenLearn

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Overview

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This course examines how dyslexia is defined and differentiated from other reading and developmental conditions. It evaluates behavioural, cognitive, biological, and environmental explanations, along with approaches to intervention and management.

Syllabus

  • Introduction
  • Learning outcomes
  • 1 Approaches to the definition of ‘abnormality’
  • 1 Approaches to the definition of ‘abnormality’
  • 1.1 Introduction
  • 1.2 Definitions of ‘normality’
  • 1.2.1 Statistical approaches to ‘normality’
  • 1.2.2 Medical approaches to normality
  • 1.2.3 Cultural approaches to normality
  • 1.2.4 Personal distress
  • 1.3 Overview of ‘normality’
  • 1.4 Experiencing dyslexia
  • 1.4.1 What is dyslexia?
  • 1.5 Defining dyslexia
  • 1.5.1 Definition by exclusion
  • 1.5.2 Discrepancy definitions
  • 1.6 Positive indicators for dyslexia
  • 1.7 Dyslexia as a distinctive condition
  • 1.7.1 Differentiating dyslexia from other reading difficulties
  • 1.7.2 Differentiating within dyslexia – acquired versus developmental dyslexia and the search for subtypes
  • 1.7.3 Differentiating dyslexia from other developmental conditions
  • 1.8 Reflecting on definitions of ‘abnormality’
  • 2 Explanations of dyslexia
  • 2 Explanations of dyslexia
  • 2.1 Behavioural, cognitive and biological perspectives
  • 2.2 Cognitive explanations of dyslexia
  • 2.2.1 The phonological processing deficit
  • 2.2.2 ‘Visual deficit’ hypotheses
  • 2.2.3 ‘Automaticity’ and ‘rate of processing’ hypotheses
  • 2.3 Biological explanations of dyslexia
  • 2.3.1 Sex differences
  • 2.3.2 Why are boys more vulnerable to some conditions?
  • 2.3.4 Lateralisation
  • 2.4 Differences in brain architecture
  • 2.4.1 Organisation of brain cells
  • 2.4.2 Differences in sensory, perceptual and motor function
  • 2.5 Biochemical factors
  • 2.5.1 Highly unsaturated fatty acids
  • 2.5.2 Genetic explanations
  • 2.6 Environmental explanations of dyslexia?
  • 2.7 Reflecting on explanations of ‘abnormal’ development: the case of dyslexia
  • 3 Treatment and management
  • 3 Treatment and management
  • 3.1 Thinking about intervention
  • 3.1.1 Treatment or management?
  • 3.2 Behavioural approaches
  • 3.3 Cognitive approaches
  • 3.3.1 Multisensory teaching for students
  • 3.4 Biological approaches
  • 3.4.1 Pharmaceuticals or nutraceuticals?
  • 3.5 Evaluating intervention studies
  • 3.5.1 Expectancy versus effect
  • 3.5.2 Pre-post test studies
  • 3.5.3 Single participant interventions
  • 3.6 Reflecting on dyslexia
  • Conclusion
  • Further reading
  • References
  • Acknowledgements

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