ABSTRACT
This chapter explains researchers and practitioners; parents and teachers; teachers and educational psychologists; schools and local education authorities; local education authorities and governments-all have different priorities, and much of the time they are thrown into opposed roles. One of the most important distinctions in scientific research is that between cause and description. In 1990 the most powerful theoretical framework for dyslexia research, both in the UK and internationally, was in terms of phonological deficit. Recently, the Moser Report has highlighted the importance of adult literacy and numeracy skills and has led to the introduction of an ambitious programme of government support. Policy is the area where dyslexia has made incontrovertible progress during the 1990s, a tribute to the dedication and adroitness of the Dyslexia Institute and the British Dyslexia Association. The chapter concludes with a plea for a concerted effort at a coherent, inclusive and integrated research programme into dyslexia theory, practice and policy.
