Is a Dyslexia Diagnosis Necessary?

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In seven years as a special education teacher, I sat in countless meetings where we reviewed a child’s assessment scores with the parents.   In some of those, I shared with parents the challenging  news  that their child met the criteria of having a disability under the special education law.  In others, I shared that their child did not meet the criteria.  Having observed many of these meetings, and talking with even more parents since beginning my work with Lexercise, my thoughts on diagnosis have shifted.  Here are a few things parents should know about a diagnosis.

  1. Not qualifying for special education does not mean your child does not need help.
    I understand why parents feel relieved when they hear their child does not have a learning disability.  On the surface it seems like great news, right?  Here’s the thing though: your child was referred in the first place for testing, which means  that he or she is significantly behind.  It means that the teacher is very concerned about his or her progress.  It means that something about the current education system is not working for the child. It means your child needs help, whether or not special education is able to provide it.  
  2. Being diagnosed as dyslexic does not mean your child will qualify for special education.  The guidelines that states use to determine whether to disburse funds allocated for special education service are not about diagnosis but about level of need.  For instance, if a student has attention deficit hyperactivity disorder (ADHD), or a mobility impairment, or a genetic deficit but is able to function to an acceptable level in the general education classroom, he or she will not qualify for special education.  The same is true with dyslexia.  Even if your child is learning to read and spell through unreliable strategies and in a way that will impair his or her literacy as an adult, the key question for special education is whether academic achievement is in the acceptable range. For many dyslexics, especially bright dyslexics, this rings true.
  3. Therapists don’t need a diagnosis to begin improving your child’s outcomes.  If you are looking for information about dyslexia, chances are your child is struggling with reading.  Lex_telepractice_withmom_illustrationWhile a diagnosis will give us some information about why he or she is having a hard time, we can start improving his or her reading without a diagnosis. When you start therapy without a diagnosis, your clinician will do some quick assessments to determine whether your child has language comprehension difficulties, which would be the primary reason Structured Literacy would not work.  For the same price as some evaluations, you could have bought enough therapy to get your child reading on grade level! So, why not start your child with therapy, see how they respond and then decide whether to test?  
  4. Different states, and schools have different requirements for a dyslexia diagnosis.  Since I started working with Lexercise, I’ve heard it all.  “It’s a medical diagnosis, so your doctor has to make it” (Except that most doctors don’t do that kind of testing).  “You need a neuropsychological evaluation”  (Except that then they do the same intellectual and achievement testing most schools do for special education, which does not identify dyslexia).  Schools often don’t have the resources to provide adequate help to dyslexic children, let alone diagnose them! Therapists who have worked with dyslexic kids know them when they see them.  With most kids, I can look at a writing sample and tell whether it’s dyslexia in a matter of minutes.  That’s not usually enough to get accommodations from the school and certainly not enough for special education, but it’s plenty for me to start teaching the kid to read, write and spell.  Accommodations can be a vital part of a child’s academic success, but on the whole, learning to read is more important.  While accommodations can be provided at any time with a diagnosis,  the window for maximum language and literacy learning is much narrower and does not require a diagnosis to begin.

If your primary goal is to find out in great detail what is going on in your child’s brain, testing is the way to get that information. But, if your priority is to get your child reading and learning in a way that makes sense to them then I highly suggest you seek therapy sooner rather than later. As a result you can save you and your child time and frustration and start celebrating their improvement! Start getting help now and get a diagnosis later if you feel it’s still necessary.

The Limits of Reading Accommodations

A Story About Reading Accommodations

One day, a bit more than a month after we’d started therapy, I noticed that one of my clients started coming to our sessions very tired. When I asked her mother she explained that the girl was up all night, reading under the covers, with her recorded books. This girl, who previously had wanted nothing to do with books and was falling behind in her vocabulary, now considered herself a reader. This, I thought is what every parent wants (even though my own had complained much about my own late-night reading habits, I know they were secretly proud of me!) This is an example of a successful accommodation.

Reading accommodations allow students to access the knowledge and information that is available to their peers, despite their challenges with reading. They allow students to express themselves and share their stories without anxiety about spelling or handwriting. Accommodations are about access. For a student with mobility impairment, it may look like a ramp instead of stairs, allowing access to the same school other students attend. For a student with dyslexia, it comes in the form of dictation software, speech to text, or recorded text among others. I am so glad that the technology of our present-day has made these accommodations not only easy to access but is constantly improving their quality!

However, accommodations alone are not the best solution for many children. While this girl was enjoying and benefiting from her accommodations, we were relentless in our pursuit of improving her reading. Research tells us that the optimal age to learn to read is before the age of twelve. So, even though schools in the United States switch from “learning to read” to focusing on “reading to learn” when children are eight to nine years old, students that age who are behind can still make rapid progress!

And improving literacy skills beyond the age of twelve is still very possible! Research-based, structured literacy instruction has proven effective with people of all ages and is even used in adult education programs.

I’ve seen this meme on social media so many times: “A child who reads will be an adult who thinks”

reading meme

And I understand why parents and educators would have a strong response to it. Reading is not the only way to learn.

Students who struggle with eye reading can still do amazing work reading. But I still believe that reading should be the goal. While students are learning to read and write, or if their best efforts at reading and writing still leave them falling short of their potential, accommodations are vital in bridging the gap.



But those accommodations will not teach a child to read or write. Contact us to begin the literacy instruction that will.