Dyslexia is a specific learning disorder that causes reading difficulties. Despite that simple definition, this developmental condition is heterogenous: It can look different from person to person. Given dyslexia’s variations, how can you ensure that an assessment will identify the condition in the particular student you’re evaluating? 

Here are five practical questions to help you choose the right dyslexia assessment for each person.  

First, the basics. 

What are the testing and documentation requirements in your state? 

State legislatures and departments of education have varying requirements for identifying dyslexia and other learning disorders. Some require validated test measures. Others specify that certain components of reading, writing, or spoken language be included in an assessment. Knowing your state and local requirements can narrow the scope of your test search. 

Are the tests you’re considering valid and reliable for predicting dyslexia?  

Identifying dyslexia is based, in part, on assessments that have been validated for dyslexia and that are considered reliable in identifying the condition over time. A validated test is one that accurately measures the indicators of dyslexia. A reliable assessment leads to results that can be reproduced under the same conditions, time after time.  

Now for differentiation.  

What are your student’s unique needs? 

The age, primary language, and health profile of each student are important considerations when you’re looking for a suitable assessment. For example, students learn different pre-reading and reading skills at different ages, so it’s important to choose a test that is developmentally appropriate.   

It’s also important to consider whether a test is available in the language your student needs. If you use a test in a language other than the student’s primary language, a low score may or may not indicate dyslexia.  

Another important factor is the test platform. An online or telehealth assessment may be a better fit for some students; a traditional paper/pencil assessment may work better for others.  

If the student you’re assessing has a neurodevelopmental condition, health condition, or disability, you’ll want to think about whether the test is compatible with the accommodations that student needs. 

It’s also important to factor in your own needs. 

The right dyslexia assessment should also meet your needs as an evaluator. You’ll need tests you can administer in a reasonable timeframe, in a form you can use, and at a price point that makes sense for your school or clinic budget.  

You may also want to think about questions like these: 

How easy will it be to create reports and intervention plans based on the test? 

Research makes it clear that dyslexia assessment needs to be nested within multitiered systems of support (Miciak & Fletcher, 2020). Screening, diagnostic evaluations, effective tier-1 teaching, progress monitoring, and interventions are crucial supports for all reading students—especially those with dyslexia.  

A good dyslexia assessment helps educators and clinicians clarify which specific components of reading need to be addressed and monitored. Matching needs to interventions can be time-consuming, so it’s a good idea to look for dyslexia assessments that suggest or provide intervention plans aligned with the Science of Reading. 

What supports might you need during the evaluation? 

The International Dyslexia Association (IDA) Knowledge and Practice Standards for Teachers of Reading say educators should be able to understand, integrate, and communicate the data from diagnostic assessments (IDA, 2018). So it’s a good idea to participate in training before you use an assessment, particularly if  

• you’re unfamiliar with the test; 
• the test has been revised since you last used it; or 
• your student’s needs are unique. 

You can reach out to a colleague, consult with the test publisher, or take advantage of online workshops or other training opportunities.  

The Key Message

Dyslexia evaluations serve many purposes. The results often mean a student can qualify for services, resources, academic placement, or accommodations. Assessment results can also help teachers specialize the instruction and interventions they offer an individual student. And a dyslexia diagnosis can alleviate worry and frustration for some students and their families, because it places reading difficulties in context.  

Whatever prompts an evaluation, know that the time you spend carefully matching dyslexia assessments to the individual needs of each student—and to your own needs—can lead to life-changing interventions for the people in your care.

Want to know more? Download the WPS Dyslexia Assessment Tool Kit. 

DYSLEXIA RESOURCES 

Further Reading on Dyslexia  

• Challenges in Testing for Dyslexia 
• Are Your Dyslexia Assessments Falling Short? 
• What to Know About Dyslexia’s Comorbidities 
• Discover the Most Effective Way to Identify Dyslexia
• Is Pandemic Fallout Still Affecting Assessments? 
• Six Key Messages from NASP’s Position Statement on Identifying SLDs 
• How to Assess the Five Components of Reading This School Year  

Check Out our Dyslexia Webinars 

• Best Practices in Dyslexia Assessment  
• Dyslexia 101: Understanding Dyslexia and Its Impact on Reading, Spelling, and Self-Esteem 
• Challenges in Assessing Dyslexia  
• Introduction to the Tests of Dyslexia (TOD™)

 
Check out our Dyslexia Assessment Toolkit  

https://www.wpspublish.com/dyslexia-assessment-tool-kit 

Do you have questions? Check out our Dyslexia FAQs 

• Tests of Dyslexia (TOD™)
• Dyslexia Assessment Challenges
• Dyslexia Intervention  
• Dyslexia Assessment Best Practice

Research and Resources:

Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in medical research. The Journal of the Pakistan Medical Association, 71(10), 2401–2406. https://doi.org/10.47391/JPMA.06-861 

International Dyslexia Association. (2018). Knowledge and practice standards for teachers of reading. https://dyslexiaida.org/knowledge-and-practices/ 

Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343–353. https://doi.org/10.1177/0022219420906801 

Shah, H. R., Sagar, J., Somaiya, M. P., & Nagpal, J. K. (2019). Clinical practice guidelines on assessment and management of specific learning disorders. Indian Journal of Psychiatry, 61(Suppl 2), 211–225. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_564_18