Dyslexia and education in the 21st century

This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a deve...

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Bibliographic Details
Published inJournal of research in special educational needs Vol. 13; no. 1; pp. 1 - 6
Main Authors Prevett, Pauline, Bell, Sheena, Ralph, Sue
Format Journal Article
LanguageEnglish
Published Oxford Blackwell Publishing Ltd 01.01.2013
Subjects
21st century
activity theory
commentary
Dyslexia
dyslexia education
higher education
narrative
research in dyslexia education
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Summary:This paper both reviews the other papers in this special issue and puts them in the context of the current agenda of research in dyslexia education. The pluralistic nature of the field is explored with reference to this special issue. The paper suggests a way forward for the field in terms of a developing research agenda for dyslexia education as we progress further into the 21st century.
Bibliography:ArticleID:JRS312004
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Sue Ralph
Email
Dyslexia and Education in the 21st Century
jorsen@nasen.org.uk
It gives me great pleasure to introduce this special issue
University of Northampton
Pauline Prevett, née Davis (University of Manchester) and Sheena Bell (University of Northampton) have put together an exceptional collection of papers. I would particularly like to express my appreciation to Margaret Snowling (University of York) for her specially invited paper and to the other authors for providing papers which cover a wide variety of areas related to dyslexia. My thanks also to Pauline and Sheena for their hard work in producing this excellent collection of research papers. I hope you enjoy reading them.
Boughton Green Road
NorthamptonNN2 7A1
UK
Editor's note
School of Education
Park Campus
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1471-3802
1471-3802
DOI:10.1111/1471-3802.12004