The theory that specific and lasting phonological difficulties are associated with dyslexia has a solid foundation and strongly standing in research communities. Nevertheless, there are unanswered questions associated with dyslexia and the reasons for it.

Among other things, there is a need for more nuanced knowledge of what lies in the concepts phonological skills/consciousness and phonological difficulties. There may also be other factors and/or an interaction of factors which causes the severe and lasting Reading and writing problems which people with dyslexia have. In this connection, research related to for instance auditory and visual difficulties can be mentioned.

Further research
More research is needed to get closer to an answer to what dyslexia is and isn’t. We also need more knowledge about reading and writing as linguistic phenomena and concepts. It is also important to obtain more knowledge about pedagogical factors associated with teaching, learning and development. With this in mind, and using different hypotheses and problems for discussion as a starting point, work is being carried out at the Reading Centre and in collaboration with other research environments on different developmental projects and research projects, both theoretical and practical.

In our reading training work and our work to prevent, uncover and relieve reading difficulties, we face great challenges. Several investigations have shown that the number of weak readers in Norwegian schools is worrying, and probably increasing. Based on the knowledge of dyslexia we have today, it is not likely that the number of people with dyslexia has increased.

Scientist with letters