The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

Identifying Dyslexia in Schools

This article proposes a “hybrid” model for dyslexia identification that documents:

• Low Reading Achievement
  • Example: Low scores on measures of word reading and spelling
• Inadequate Response to Instruction
  • Example: Persistent lack of adequate response to quality instruction documented by individual student progress monitoring.
• Exclusionary Factors
  • Example: Lack of sensory disorders, language-learner status, cultural or linguistic factors.

This identification process works best in multi-tiered systems of support (MTSS). In addition to student performance data, well-implemented MTSS will collect data to measure the extent to which implementation of assessments, instruction, interventions, and procedures match the school or district plan.