Scientists are calling for a universal redefinition of dyslexia to improve how children receive support and assessment for this learning disorder. The lack of a standardized approach means many young people are missing out on critical assistance, according to new research.
A team of researchers from leading UK institutions, including the University of Birmingham and King's College London, collaborated with dyslexia experts worldwide to develop a more comprehensive definition. They assembled a panel of 58 specialists, including teachers and individuals with direct experience of dyslexia, to evaluate key descriptive statements about the condition.
The new proposed definition characterizes dyslexia as a spectrum of processing challenges that affect reading and spelling with varying intensity. While reading fluency and spelling difficulties are core features across languages and age groups, the condition can also impact other areas like mathematics. The research notes that dyslexia commonly occurs alongside other conditions such as ADHD and dyscalculia.
Professor Julia Carroll from the University of Birmingham, who led the study, emphasized that without a unified identification process, many children and young people are being overlooked. The current system allows for substantial variation in how learning needs are assessed and addressed across different regions.
The research team recommends implementing a standardized four-stage assessment process for children showing difficulties with reading, spelling, or writing. This structured approach aims to create consistency in how dyslexia is identified and supported at a national level.
The complexity of dyslexia means it can manifest differently in each individual and may have lasting effects on both education and career if not properly addressed. By establishing clear guiding principles, the new definition seeks to help educators and professionals better recognize and respond to signs of dyslexia in children.
The research findings appear in the Journal of Child Psychology and Psychiatry, with additional work published in the Dyslexia Journal.