ABSTRACT
This chapter examines how the historical construction of dyslexia as a concept and field of inquiry has influenced recent debates and the professional discourse/ practice surrounding dyslexia. It also presents an alternative perspective to the narrative of a successful progression towards a more accurate description of dyslexia, which has underpinned historical and biographical accounts of dyslexia written by researchers as professionals working within neuro-and cognitive psychology (see for example Miles and Miles 1999).
