Dyslexia in evidence-based practice

Abstract This 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.