Abstract
AbstractThis article starts with a formulation of evidence-based practice relevant to the concept of dyslexia. It then discusses responses to a survey of the impact of the DECP report entitledDyslexia, Literacy and Psychological Assessment(BPS/DECP, 1999b) under the following headings: applying the working definition of dyslexia; evidence of dyslexia and evidence of special educational needs; values and evidence; assessment-through-teaching as evidence; dissemination of evidence. The article stresses the importance of practitioner research and collaborative enquiry in answering the ‘so what?’ questions of dyslexia. It recognises that evidence-based practice does not exist in a vacuum devoid of the influences of publicity and public opinion, the beliefs and values in society (and of the practitioners themselves) and the legal precedents set in court.
Publisher
British Psychological Society
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