Updated dyslexia definition prioritizes early support
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Dr. R. Malatesha Joshi, a researcher at Texas A&M University, contributed to the first update of the International Dyslexia Association’s definition of dyslexia in 20 years.
Joshi served on an executive committee with international scholars who revised the definition to reflect current research. The previous definition, created in 2002, focused heavily on brain function and largely considered English and Western European languages.
The updated definition removes the requirement of a 15-point difference between IQ and reading test scores, a rule that previously excluded some students from receiving a diagnosis. Researchers found that many children missed the diagnosis by a narrow margin, preventing them from getting necessary help. The committee also broadened the definition to include research on dyslexia across a variety of languages, including Chinese, Japanese, Hebrew, and Arabic, recognizing that earlier research was limited to Western alphabetic languages.
Finally, the revised definition emphasizes earlier identification of dyslexia, noting that clues can appear before a child enters school. The committee highlighted that early language and literacy support is most effective, and that indicators like delayed speech can signal potential challenges. Joshi and the committee hope the changes will lead to more productive assessments and increased support for students with dyslexia.
