Open Dialogue peer review:
A response to Elliott

Victor Van Daal

Open Dialogue peer review: A response to Elliott

Victor Van Daal

Primary & Childhood Education

Research output: Contribution to journal › Article (journal) › peer-review

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Abstract

The author presents his thoughts on the theories presented in the book "The Dyslexia Debate" by Julian Elliott and Elena Grigorenko regarding the definition, measuring, and significance of reading disabilities regarding dyslexia. He comments on the common misconceptions regarding the condition outlined by Elliott and goes on to discuss why reading fluency and ability should be emphasized in dyslexia research.

Original language	English
Pages (from-to)	22-25
Journal	The Psychology of Education Review
Volume	39
Issue number	1
Publication status	E-pub ahead of print - 1 Mar 2015

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Reply to Elliott (VvD).docxAccepted author manuscript, 105 KBLicence: CC BY-NC-ND

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Cite this

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title = "Open Dialogue peer review: A response to Elliott",

abstract = "The author presents his thoughts on the theories presented in the book {"}The Dyslexia Debate{"} by Julian Elliott and Elena Grigorenko regarding the definition, measuring, and significance of reading disabilities regarding dyslexia. He comments on the common misconceptions regarding the condition outlined by Elliott and goes on to discuss why reading fluency and ability should be emphasized in dyslexia research.",

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AB - The author presents his thoughts on the theories presented in the book "The Dyslexia Debate" by Julian Elliott and Elena Grigorenko regarding the definition, measuring, and significance of reading disabilities regarding dyslexia. He comments on the common misconceptions regarding the condition outlined by Elliott and goes on to discuss why reading fluency and ability should be emphasized in dyslexia research.

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VL - 39

SP - 22

EP - 25

JO - The Psychology of Education Review

JF - The Psychology of Education Review

IS - 1

ER -

Open Dialogue peer review: A response to Elliott

Abstract

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