ABSTRACT
This chapter examines more closely how the rauding diagnostic system, RDS, is related to the traditional concepts of dyslexia, disabilities, and diagnoses used by researchers. There is a plethora of research definitions of dyslexia and reading disabilities, each including different types of individuals. When these concepts that are used in traditional research are compared to the constructs used in the RDS, it seems that the RDS could be considered a major upgrade. The RDS clarifies existing concepts and incorporates them into a systematic and organized framework. It seems more likely that we can conduct research that will help individuals overcome their severe reading problems, if we take advantage of the organizing clarity offered by the RDS.
