Keynote speakers

Despite the long history of dyslexia in research and practice, there remain significant debates about use of the term and how dyslexia should be defined. Some have argued that the term lacks a scientific basis, while others argue that the term has significantly broadened. We used a Delphi study to establish areas of consensus in the field. This presentation will discuss the results of this Delphi study and the implications for research and practice.

We carried out a Delphi study of dyslexia with professionals working in the field of dyslexia, with a range of disciplinary backgrounds including education, research, psychology and occupational support. We presented 55 statements about dyslexia and, after two rounds of review, achieved consensus on 41 statements. These statements are used as the basis for an updated definition of dyslexia which takes account of recent research findings. This definition highlights that while phonological deficits are most commonly reported, dyslexia often occurs as a result of multiple underlying deficits. A focus on phonological deficits alone is too narrow and we advocate a holistic assessment approach.

The statements indicate considerable consensus about the nature of dyslexia; experiences of dyslexia; initial identification and what to assess, and this consensus should be emphasised. This consensus indicates the validity of the term dyslexia. However, there are some remaining areas of controversy which would benefit from further research.

Biog:

Professor Julia M Carroll is a Professor of Psychology in Education at the University of Birmingham School of Education, having joined in September 2024. Previously she worked at the Global Education and Learning Centre at Coventry University. Professor Carroll’s research interests focus on different aspects of dyslexia and literacy development, including the role of linguistic knowledge in literacy and the role of socio-emotional wellbeing in dyslexia. She has worked closely with the British Dyslexia Association, having chaired their international conference in 2014 and receiving the lifetime achievement award from them in 2018. She is now a trustee of the Professional Association of Teachers of Students with SpLDs (PATOSS).

Professor Julia Carroll has a psychology background, and is interested in how psychological knowledge can support effective education, particularly for individuals with special educational needs. Her research focuses on improving literacy outcomes for children and young people.

Learn more about Julia