Abstract
Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling these issues in schools may include using current research to implement hybrid models of identification, evaluating and improving screening tools for dyslexia risk, and addressing data-based decision-making through response-to-intervention frameworks.
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