Time for a new paradigm shift in literacy difficulties: From ‘flat earth’ to rational, effective and equitable systems

Abstract

Aims and rationaleThere is broad consensus among those working within literacy-related research that there is not a subgroup of learners struggling with literacy whose difficulties can accurately be distinguished as dyslexic. Decades of endeavour to identify a robust process of diagnosis have proved fruitless. Nonetheless, systems, processes and some government policies relating to literacy difficulties continue to be dominated by a narrative of diagnosis.This article advocates a paradigm shift in approaches to literacy difficulties in systems and processes that is consistent with the weight of academic understanding. Factors relating to theoretical consistency, operationalisation and equity are considered in turn, leading to the conclusion that an explicit shift is needed away from a model of individual diagnosis and towards systemic frameworks (i.e. school systems) which can address the needs of all. The Response to Intervention model is proposed as a framework and a case example is provided of how this has been operationalised systemically.LimitationsPrevious attempts to shift narratives and systems around literacy difficulties have met with resistance and flawed argument, including a statement in the House of Lords equating them to asserting that ‘the earth is flat’.ConclusionsThe nature of paradigm shifts is that they are initially met with resistance and scepticism. This should be no deterrent to the goal of creating rational, effective and equitable systems. These must bring narratives, processes, systems and policies in line with the weight of evidence about literacy difficulties and how best to support them for all children and young people, no matter their background.