ABSTRACT
The purpose of this chapter is to identify a number of controversial theoretical, pedagogic and administrative issues concerning specific learning difficulties and dyslexia. An appreciation of these underlines the point that there exist valid reasons for disagreements between equally well informed individuals. The issues are as follows.
Specific learning difficulties and the National Curriculum.
Differing professional viewpoints.
Specific learning difficulties and specific developmental dyslexia: concerns over definitions.
Diagnosis: a suspect concept in psychology and education?
Potential versus performance.
‘Top-down’ versus ‘Bottom-up’ versus ‘interactive’ theories.
Qualitative versus quantitative differences between pupils.
Subtypes.
Evaluation/measurement.
Early identification.
Specific learning difficulties (dyslexia) in adulthood.
Administrative/legal issues.
