nd reading ability is no longer considered indicative of dyslexia, other discrepancies remain important. For example, where teachers observe an increasing difference between a pupil’s ability to express herself in writing and in speaking, the presence of dyslexia is suggested8. Moreover, evidence shows that children with dyslexia often show greater resistance to reading interventions (i.e. find them less helpful) than other pupils with reading difficulties. This suggests that the cause of poor reading for some children may not be the same as for others. Such evidence sits alongside the scientific bases for dyslexia, described above. There may not be a universally-accepted dividing line between a pupil with dyslexia, and a pupil without – as with many other difficulties, such as depression, dyslexia exists on a spectrum (see below). Nevertheless, poor reading and dyslexia are not synonymous.
3. All poor readers benefit from phonics-based interventions, so the cause of their difficulties must be the same
Structured phonics-based interventions have been found to be useful to all poor readers. This has been used by critics of dyslexia to suggest that the underlying problem of all poor readers must therefore be the same, i.e. if the treatment is the same, the cause must be the same, too. This argument has two problems. First, as mentioned, while phonics-based interventions have been found to be of use to all, dyslexic readers often show greater resistance to them than other poor readers. Indeed, this is one way that the two groups might be differentiated. Thus, while phonics-based interventions are useful to all, their effects are not uniform, implying that the underlying condition is not uniform, either. Second, as multiple examples attest, the same treatment can be used for quite different underlying problems. Aspirin is sometimes prescribed for those at risk of heart attack, sometimes as an everyday painkiller – in each case, the underlying problem being addressed differs. Identical treatment does not mean identical cause.
4. Universal scientific consensus has yet to be achieved, so dyslexia should be abandoned
Science operates through the proposition of theories, their refutation, the proposition of new theories, and so on. There are few, if any conditions where scientific consensus is unanimous, with complete agreement on all aspects. Despite this, scientific consensus is often great enough to say that a condition exists, even if specific issues about that condition are still to be resolved. In this way, dyslexia is similar to many other, widely-accepted conditions, such as chronic fatigue syndrome or depression. Consider depression: there are ongoing debates about its causes (aetiology), exactly how it should be defined and differentiated from similar conditions, and the best method of treatment9. Irrespective, depression can often be debilitating, with effects felt across society. Like dyslexia, depression is invisible, making it easier for dissenters to challenge; like dyslexia, it is sometimes criticised by those who claim it is an excuse for common problems that affect others, such as sadness and general low mood. However, in both cases, their effects are clear, and while specific aspects remain the subject of research, scientific research supports their existence.
Arguments against dyslexia the term
1. Dyslexia diverts resources away from others who need help
Estimates suggest dyslexia affects up to 10% of people, a substantial proportion of the population10. It is also a problem with a skill, literacy, which is crucial to successful life outcomes – from educational performance, to managing personal affairs, to making progress in the workplace. In this context, governmental recognition and educational support are key to giving people with dyslexia a fair chance. Like any issue, support for dyslexia exists in a world of finite resources, but recent years have seen reductions, rather than increases, in budgets for special educational needs11. Moreover, support for learning difficulties, of all kinds, is not a zero-su