The term "dyslexia" should be ditched because it is unscientific and lacks educational value, according to a new book.
Educational experts from Durham and Yale Universities argue that resources are wasted by putting young people who are struggling to read through diagnostic tests, because the label lacks meaning.
But their views have been challenged by the charity Dyslexia Action, which says the term still has meaning and should not be dropped.
In the book 'The Dyslexia Debate', Professor Julian Elliott, a former teacher of children with learning difficulties, said more focus should be put on helping children to read, rather than finding a label for their difficulty. The author said: "Parents are being woefully misled about the value of a dyslexia diagnosis."
The book is the result of five years' study of education, genetics, neuroscience and psychology. The researchers are critical of the term "dyslexia" because it is too imprecise.
But Dr John Rack, head of research, development and policy for Dyslexia Action, insisted the term retained a scientific and educational value.