Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification.
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| Title: | Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification. |
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| Authors: | Holden, Caroline (AUTHOR), Kirby, Philip (AUTHOR), Snowling, Margaret J. (AUTHOR), Thompson, Paul A. (AUTHOR), Carroll, Julia M. (AUTHOR) |
| Source: | Dyslexia (10769242). Feb2025, Vol. 31 Issue 1, p1-16. 16p. |
| Subjects: | Educational psychologists, Dyslexia, Risk-taking behavior, Appraisers, Terms & phrases |
| Abstract: | This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty‐two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis‐testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management. [ABSTRACT FROM AUTHOR] |
| Copyright of Dyslexia (10769242) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty‐two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis‐testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10769242 |
| DOI: | 10.1002/dys.1800 |
