Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification

TY - JOUR

T1 - Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification

AU - Holden, Caroline

AU - Kirby, Philip

AU - Snowling, M. J.

AU - Thompson, Paul

AU - Carroll, Julia

N1 - Publisher Copyright: © 2025 The Author(s). Dyslexia published by John Wiley & Sons Ltd.

PY - 2025/2

Y1 - 2025/2

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85219582497&partnerID=8YFLogxK

U2 - 10.1002/dys.1800

DO - 10.1002/dys.1800

M3 - Article

SN - 1076-9242

VL - 31

JO - DYSLEXIA

JF - DYSLEXIA

IS - 1

M1 - e1800

ER -