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

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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.

Suggested Citation

National Center on Improving Literacy (2023). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Miciak, J., & Fletcher, J. M. (2020). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Journal of Learning Disabilities, 22219420906801. Advance online publication. https://doi.org/10.1177/0022219420906801