The International Dyslexia Association has revised the definition of this disorder for the first time since 2002. The previous wording allowed specialists to make a diagnosis based on a discrepancy between reading skills and results on intelligence tests. In some cases, this approach kept children from getting help, even when they struggled seriously to master written language.
As Professor R. Malatesha Joshi of Texas A&M University explained, recognizing dyslexia sometimes required a gap of at least 15 points between scores. According to him, some schoolchildren were just one point short of that threshold, which left them without additional support.
Now the main focus is to be placed on the accuracy and speed of reading individual words, as well as the ability to spell them correctly. At the same time, the difficulties must persist despite instruction that helps most of their peers. The new definition also emphasizes that dyslexia varies in degree of severity and does not divide people into two groups.
The revision of the criteria also reflects new scientific knowledge about the nature of the disorder. Scientists take into account the combined influence of heredity, features of the development of the nervous system, and the environment. In addition, the wording draws on data from languages with different writing systems, since reading problems may manifest themselves in different ways.
Although the change in definition is aimed at early identification of difficulties and timely help, it does not mean an immediate revision of school rules. Implementing the new approaches will require decisions from specialists in education, healthcare, and public policy.
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