Presented by: McCallum

Dr. R. Steve McCallum’s presentation clarifies the relationship between dyslexia and an SLD and more specifically compares/contrasts the diagnostic criteria required to justify identification of both based on three sources: IDEA, the DSM-5-TR, and the most commonly applied definition of dyslexia, i.e., the International Dyslexia Association (IDA). Although language in the DSM-5-TR characterizes dyslexia as an “alternative term” for an SLD with impairment in reading (F81.0), understanding the relationship is not so straightforward; and, complicating the assessment/diagnostic equation is the fact that most states now require dyslexia screening. In addition, some states (e.g., Tennessee) emphasize identification of “characteristics of dyslexia,” and if needed subsequent intervention– as a general education initiation. For students referred because of reading limitations examiners must carefully examine the pattern and magnitude of academic, linguistic, and cognitive strengths and weaknesses to determine whether criteria are met to justify a diagnosis. Based on symptom presentation, developmental and instructional history, and available screening and comprehensive assessment data, dyslexia may be diagnosed as an SLD in reading decoding, fluency, reading comprehension, and/or perhaps even written expression, due to severe spelling difficulties which negatively impact the writing process (Wood et al., 2020). Recommendations are provided to help examiners negotiate the diagnostic complexity and determine options for research-supported interventions. Finally, case study data from two examinees will illustrate how data inform diagnosis and the need for interventions, with particular focus on linking assessment data to specific intervention sources/options.