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Annals of Dyslexia

25-03-2024 | Dyslexia

The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions

Authors: Sharon Vaughn, Jeremy Miciak, Nathan Clemens, Jack M. Fletcher

Published in: Annals of Dyslexia

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Abstract

We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within school-wide MTSS allowing for integration of routinely collected progress monitoring data as well integrating with more formal diagnostic measures. This proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs instruction. We close proposing a revised definition of dyslexia that incorporates these elements.
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Metadata
Title
The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions
Authors
Sharon Vaughn
Jeremy Miciak
Nathan Clemens
Jack M. Fletcher
Publication date
25-03-2024
Publisher
Springer US
Keyword
Dyslexia
Published in
Annals of Dyslexia
Print ISSN: 0736-9387
Electronic ISSN: 1934-7243
DOI
https://doi.org/10.1007/s11881-024-00303-0