Survey of dyslexia identification methods

Daniel, Johny

Abstract

Early identification of academic difficulties such as dyslexia is key in providing school-age children with appropriate services to help them overcome their academic challenges. However, what constitutes dyslexia and methods to diagnose individuals with dyslexia have remained a contentious topic (Elliott, 2020). Dyslexia has a long history of evolving definitions and diagnostic criteria. Past studies in different countries have generally reported lack of consensus among professionals in what constitutes dyslexia and methods used for identification (for example, Sadusky et al., 2021). However, little is known about dyslexia assessment methodologies and frameworks used for dyslexia identification of school-age children in the UK. Thus, this project sought to understand assessment procedures that professionals across the UK employ to identify students with dyslexia. Our findings highlight a lack of consensus among dyslexia assessors. More importantly, we find that a majority of dyslexia assessors adhere to outdated models of dyslexia identification or models that lack reliability. We present our findings along with recommendations for policy and practice.

Citation

Daniel, J. (2023). Survey of dyslexia identification methods. British Educational Research Association

• Report Type: Project Report
• Online Publication Date: Aug 9, 2023
• Publication Date: Aug 9, 2023
• Deposit Date: Aug 21, 2023
• Publisher: British Educational Research Association (BERA)
• Series Title: Learning for All
• Public URL: https://durham-repository.worktribe.com/output/1721876
• Publisher URL: https://www.bera.ac.uk/publication/survey-of-dyslexia-identification-methods