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Examine the argument that the cognitive, biological and environmental explanations of dyslexia are complementary. (Specimen) Different perspectives lead to diametrical theories. And different theories can provide insights into the resembling thing Littelton et al Mapping Psychology 1 OU 2002Dyslexia is a congenital condition that results in a primary difficulty in learning to necessitate and write, although its behavioural symptoms are far more wide ranging than this. Uta Frith (1999) suggests there are 3 main perspectives on any developmental condition behavioural perspective, cognitive perspective and biological perspective. She also emphasises the significant impact environmental factors can have in the explanations offered from the biological, cognitive and behavioural perspectives. This paper aims to outline and estimate the object of knowledge of each perspective. From there it will divulge and compare the methods utilise by each perspective and the intervention strategi es proposed to facilitate change. In so doing, this paper will clarify whether the cognitive, biological and environmental explanations of dyslexia are complementary. All three perspectives offer different views of what they see as important in dyslexia research. Behavioural perspectives describe the behavioural signs experienced by people with dyslexia. Cognitive perspectives offer insights into the mental processes involved and influenced by dyslexia. The biological perspective is offers explanations of the behavioural symptoms in terms of possible biological origins eg. Genetic, neurophysiological, or biochemical. Each perspective obviously differs in their object of knowledge , yet all three remain centre on the condition of dyslexia. Evidently the behaviourist perspective conflicts with the cognitive perspective regarding mental processes and whether emphasis should be on just behaviour of behaviour that is used to make inferences about what is going on in the head. Behavioura l perspectives use directly observable behaviour to establish the possibility of the presence of this developmental condition. They identify signs such as difficulty in linking sound to a symbol, orientation of letters (Samuel Orton twisted symbols), problems breaking up words into their constituent sound, difficulty sequencing reading ( affects rote learning, m tables, expression of ideas) and mixed ... ...on to D. We discussed the object of knowledge of each and how they might extend our knowledge of D. We outlined some shortfalls of the perspectives but ultimately twin that each contribute to the depth of our understanding of D. It could be concluded that the 3 Perspectives complement each other in that each perspective deepens our understanding of dyslexia in its own way. As we have seen human behaviour and more specifically D, can be seen as a result of complex interactions between cognitive and other processes, influcedced by a whole range of interconnected and modifyable b iological systems. Also we have seen how our environment can impact on all these levels. To conclude, the intimately comprehensible and useful account of D in my opinion would be to integrate the different psychological accounts . Only by asking questions from different perspectives do I feel a full explanation of the potential causes and strategies for remediation might be reached. In conclusion, different perspectives set different tasks and tap into different features of dyslexia. This paper considered the contributions these perspectives brought to dyslexia research and where they complement each other