Part of
Developmental Perspectives in Written Language and Literacy: In honor of Ludo VerhoevenEdited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 333–348
Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 333–348
The shift of the role of early intervention in the study of dyslexia
To be diagnosed as a specific learning disorder, the influence of ineffective instruction has to be excluded in dyslexia. Because the quality of ‘instruction-as-usual’ shows great variation, early intervention has been advocated as a tool to study dyslexia. There are two contrasting views. The first view is that early intervention sheds light on the causal relationship between targeted cognitive precursors and dyslexia. In contrast, the response-to-intervention approach (RTI) advocates that intervention is a way to exclude poor instruction as a cause of dyslexia. Family risk intervention studies are described as exponent of the first approach, followed by some examples of RTI. It is concluded that the cause-excluding approach is more supported by the evidence than the cause-supporting view.
Keywords: dyslexia, family risk, reading failure, RTI, early intervention, early identification
Article outline
- 1.Introduction
- 2.Dyslexia as an exclusive phenomenon
- 3.From standard instruction to response to intervention
- 4.Early intervention and the cause of dyslexia
- 5.Early intervention studies in familial risk samples
- 6.Early intervention studies and the exclusion of the environment as the cause of dyslexia
- 7.Dyslexia as the endproduct of RTI
- 8.Combining RTI en FR: An example
- 9.Conclusions
-
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