Can Schools Diagnose Dyslexia?
Dyslexia in Schools
Each spring in Indiana, many families become more aware of their child’s reading skills as students participate in IREAD-3, the state’s third grade, high-stakes reading assessment.
During this time, it’s common for parents and teachers to begin asking important questions about reading development. When reading feels more difficult than expected, families often wonder whether dyslexia could be part of the picture and how these concerns are evaluated.
One question that comes up frequently is if schools can diagnose dyslexia, or if that diagnosis must come from a clinical psychologist or medical provider. The answer can feel confusing because schools and clinicians sometimes use different terminology, even when they are describing similar learning patterns. The short answer? Schools aren’t medical providers and don’t diagnose. However, schools (i.e., school psychologists), via a comprehensive evaluation, can evaluate and identify dyslexia and determine eligibility for special education services.
Special Education Eligibility
Within schools, students with dyslexia often qualify for special education services under the category Specific Learning Disability (SLD).
Dyslexia is widely recognized as a specific form of learning disability affecting reading. However, in most school systems, including those in Indiana, dyslexia is typically identified under the broader SLD category.
The key point is that the educational eligibility label may differ from the descriptive term used to explain a student’s learning pattern.
In practice, this means a student may have a learning profile consistent with dyslexia even if the school eligibility category is listed as Specific Learning Disability in reading.
Dyslexia Screening in Indiana
Indiana specifically requires schools to conduct literacy and dyslexia screening in kindergarten through second grade. These screenings are designed to identify students who may be at risk for reading difficulties and who may benefit from additional support.
Screening tools are helpful for identifying risk, but they are not diagnostic evaluations. If concerns remain after screening and intervention, a more comprehensive evaluation may be recommended.
More information about Indiana’s current screening requirements can be found here.
Where High-Stakes Testing Fits In
Many families begin paying closer attention to reading when their child approaches IREAD-3 or other high-stakes assessments.
IREAD measures whether students have developed the foundational reading skills needed for continued academic progress. Because the assessment is tied to promotion requirements in Indiana, it can feel like an extremely high-stakes moment for students and families.
A student may struggle on IREAD for many different reasons, such as dyslexia, language disorders, gaps in reading instruction or experience, attention or executive functioning challenges or other learning differences.
The assessment can indicate that additional support may be needed, but it does not determine the reason a student is struggling with reading. It is important to understand that IREAD is an achievement test, not a diagnostic evaluation. Understanding the underlying cause requires a more comprehensive evaluation.
Clinical Diagnosis vs. Educational Eligibility
Outside of schools, psychologists and other clinicians may diagnose Specific Learning Disorder using clinical diagnostic criteria.
According to the DSM-5, dyslexia falls under the diagnosis Specific Learning Disorder with impairment in reading. This diagnosis refers to persistent difficulties with skills such as word reading accuracy, reading rate or fluency, and/or reading comprehension.
School evaluations and clinical evaluations often examine similar skills, but their purposes differ.
School evaluations determine whether a student qualifies for special education services under state mandated criteria.
Clinical evaluations often provide a more detailed understanding of a student’s learning profile and cognitive processes and can provide a diagnosis.
Both perspectives can provide valuable insight into how a child learns and processes information.
It is also important to note that a diagnosis of Specific Learning Disorder (or any other disability) does not automatically mean a student will qualify for special education services. Schools must determine that the disability significantly impacts educational performance and requires specially designed instruction.
The Role of Comprehensive Assessment
Because reading difficulties can occur for many reasons, high-quality evaluations examine multiple aspects of functioning, including learning, including reading skills, language development and processing, and related cognitive processes that support learning.
Understanding the underlying factors allows educators and families to choose interventions that address the source of the difficulty, rather than focusing only on the symptoms.
What Parents Can Do if Reading Concerns Arise
If a child is struggling with reading or experiencing difficulty with assessments, several steps may help clarify next steps:
Speak with your child’s teacher about reading progress and classroom supports.
Ask about screening results and interventions already in place.
Request a school evaluation if reading difficulties are significantly affecting progress (this doesn’t guarantee an evaluation is conducted).
Consider a comprehensive evaluation when a deeper understanding of reading, language, and learning processes would be helpful.
Early understanding of a child’s learning profile can help ensure that supports and interventions are appropriately targeted and effective.
–Dr. Ashleigh Boone, PsyD, NCSP, IPE
