Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Initial Testing of a Novel, Mental Imagery-Based Anxiety Intervention for People With Mild to Moderate Intellectual Disabilities Using a Single Case Experimental Design.

Journal of applied research in intellectual disabilities : JARID·2026

Same author

Mother-Child Closeness Trajectories in Families of Children With Intellectual Disabilities From a UK Cohort Study.

Journal of intellectual disability research : JIDR·2026

Same author

Trajectories of Mother-Child Closeness and Child Behavioural and Emotional Outcomes in Families of Children With Intellectual Disabilities.

Journal of intellectual disability research : JIDR·2026

Same author

Dyslexia with and without developmental language disorder: Profile analysis.

Annals of dyslexia·2026

Same author

Perceptions and Experiences of Co-Produced Positive Behaviour Support Training in Community-Based Services and Organisations for Children With Intellectual Disabilities and Behaviours That Challenge: A Qualitative Multiple Case Study Design.

Journal of applied research in intellectual disabilities : JARID·2026

Same author

Enhancing diversity and inclusion in paramedic education: Exploring educator and learner perspectives on asset-based initiatives.

Health services management research·2025

Search research articles

Related Experiment Video

Updated: May 26, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Toward a consensus on dyslexia: findings from a Delphi study.

Julia M Carroll¹, Caroline Holden², Philip Kirby³

¹School of Education, University of Birmingham, Birmingham, UK.

Journal of Child Psychology and Psychiatry, and Allied Disciplines

|February 25, 2025

Summary

Dyslexia is a common neurodevelopmental disorder characterized by difficulties in reading and spelling. Expert consensus defines it as a reading and spelling difficulty associated with multiple factors and co-occurring disorders.

Keywords:

Dyslexia neurodevelopmental disorders reading disorder specific learning difficulties spelling disorder

More Related Videos

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: May 26, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Neurodevelopmental Disorders
Learning Disabilities
Educational Psychology

Background:

Dyslexia is a prevalent neurodevelopmental disorder with a history of definitional debates.
Existing definitions contribute to confusion and misinformation regarding dyslexia.
This study aims to establish expert consensus beyond definitional disputes.

Purpose of the Study:

To move beyond the ongoing debate on dyslexia definitions.
To establish areas of consensus among diverse dyslexia experts.
To propose a new, consensus-based definition of dyslexia.

Main Methods:

A Delphi study was conducted with a panel of dyslexia experts.
Two survey rounds were used, accepting statements with over 80% consensus.
Further refinement involved expert panel feedback and discussions on marginal consensus statements.

Main Results:

Forty-two statements regarding dyslexia were accepted by the expert panel.
Statements pertaining to a dyslexia definition were reviewed and aligned with existing literature.
The study builds upon previous definitions by incorporating expert consensus.

Conclusions:

Significant expert consensus identifies dyslexia as a reading and spelling difficulty.
Dyslexia is associated with multiple factors and frequently co-occurs with other developmental disorders.
Reading fluency and spelling difficulties are key, cross-linguistic markers of dyslexia.