Identifying Students with Dyslexia: Exploration of Current Assessment Methods
Saved in:
| Title: | Identifying Students with Dyslexia: Exploration of Current Assessment Methods |
|---|---|
| Language: | English |
| Authors: | Johny Daniel (ORCID |
| Source: | Annals of Dyslexia. 2025 75(1):19-41. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Dyslexia, Disability Identification, Professional Personnel, Misconceptions, Students with Disabilities, Foreign Countries, Evaluation Methods, English Learners, Self Esteem, Clinical Diagnosis, Decision Making |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1007/s11881-024-00313-y |
| ISSN: | 0736-9387 1934-7243 |
| Abstract: | Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologists and dyslexia specialists, to investigate the types of assessments they employ, their approach to utilizing assessment data, their decision-making processes, and their conceptualization of dyslexia. Additionally, the study examined whether these professionals held any misconceptions or myths associated with dyslexia. Analysis of the survey data revealed substantial variability in how professionals conceptualize dyslexia, as well as variations in assessment methods. Furthermore, a significant proportion of the survey respondents subscribed to one or more misconceptions regarding dyslexia; the most common misconception identified among professionals was the belief that children with dyslexia read letters in reverse order. The findings highlight the need for standardized approaches to dyslexia identification and debunking prevailing misconceptions. The implications of these findings are discussed, emphasizing the importance of informed policy and practice in supporting students with dyslexia. Recommendations are provided to enhance consistency and accuracy in dyslexia identification, with the aim of facilitating early intervention and support for affected students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464983 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologists and dyslexia specialists, to investigate the types of assessments they employ, their approach to utilizing assessment data, their decision-making processes, and their conceptualization of dyslexia. Additionally, the study examined whether these professionals held any misconceptions or myths associated with dyslexia. Analysis of the survey data revealed substantial variability in how professionals conceptualize dyslexia, as well as variations in assessment methods. Furthermore, a significant proportion of the survey respondents subscribed to one or more misconceptions regarding dyslexia; the most common misconception identified among professionals was the belief that children with dyslexia read letters in reverse order. The findings highlight the need for standardized approaches to dyslexia identification and debunking prevailing misconceptions. The implications of these findings are discussed, emphasizing the importance of informed policy and practice in supporting students with dyslexia. Recommendations are provided to enhance consistency and accuracy in dyslexia identification, with the aim of facilitating early intervention and support for affected students. |
|---|---|
| ISSN: | 0736-9387 1934-7243 |
| DOI: | 10.1007/s11881-024-00313-y |
