There have been significant advances in research in dyslexia over the last twenty years. This has aided explanations of dyslexia and supported policy and practice. The impact has been considerable, but yet there is still no clear explanation that is universally accepted of what exactly constitutes dyslexia. Identification is still riddled with controversies despite the emergence of a number of new tests to identify dyslexia, or sub-components of dyslexia. Indeed, there is still an ongoing debate on the value of dyslexia as an identifiable syndrome.
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