Dyslexia is defined as reading achievement “substantially below that expected” for a person’s age, intelligence and education level, according to a widely used guide, the Diagnostic and Statistical Manual of Mental Disorders.
Consequently ‘dyslexics’ – poor readers with an average or high IQ – have tended to be treated differently from those who are consistently bottom of the class.
The basis for this approach has been the assumption that something particular impedes the brains of dyslexics, specifically their reading and writing ability.
However, Stanford University scientists have now found there appear to be few differences in the way the brains of children diagnosed with dyslexia and those with a low IQ.
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