A Texas A&M University researcher helped shape the first major update in more than two decades to the International Dyslexia Association’s definition of dyslexia.
The revised definition reflects advances in dyslexia research and could influence how schools, policymakers and others identify and support students with learning disabilities.
Dr. R. Malatesha Joshi, Dennie Smith University professor of literacy education and educational psychology and Regents professor in the College of Education and Human Development, earned his title through his research contributions in literacy development and special education. He served on a three-person executive committee that collaborated with a 15-member subcommittee of international scholars to craft the update. After consulting international experts, the committee came to a consensus on the strengths and weaknesses of the 2002 definition and released its first revised version.
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“The previous definition was a good definition based on the research at that time, but I think some of the biggest weaknesses were its emphasis on brain function and it was mainly based on English or Western European alphabetic writing systems,” Joshi said. “This deserves attention because there hasn’t been an update since 2002.”
The new definition makes three major changes: It removes the reliance on IQ tests, includes languages other than English and emphasizes earlier identification and support. The changes are outlined in the Annals of Dyslexia.
Removing IQ tests
The 2002 definition required a difference of 15 points between a standardized IQ test and a reading test for a student to qualify as dyslexic. As a result, many students who needed a diagnosis were excluded, Joshi said.
“There were many children that came close to that definition, but just missed that 15-point difference by one point. Because of that, they were not allowed further help,” he said. “Walking, talking and eating are all brain-based activities. We have taken out the brain-based content so people don’t think there is something wrong with their brain if they cannot read or have dyslexia.”
Under the new definition, IQ tests should no longer be utilized, Joshi said.
“Because the definition emphasized IQ tests so heavily, every state and school has used them to diagnose, and hopefully that will be one of the big changes we see,” he said. “It’s more productive to administer a reading test rather than an IQ test. There are several sub-components of reading, like how accurate you are or your speed of reading, and those can be determinants for dyslexia.”
Reflecting research across languages
Since 2002, researchers have significantly expanded the study of dyslexia in countries where English is not the primary language. Joshi said the updated definition reflects this broader body of work.
“If you look at the committee members of the International Dyslexia Association in 2002, there are many well-respected individuals, and every one of them is a Caucasian male, with the exception of one woman,” he said. “They worked with the scientific research available at that time, but most of it was centered on what we call the Western European alphabetic languages. Since 2002 we have had more research findings on dyslexia in languages like Chinese, Japanese, Hebrew and Arabic.”
Prioritizing early diagnosis
The 2002 definition advised waiting until the second or third grade to make a diagnosis. Joshi said that delay could prevent children from receiving timely support.
“There can be clues that a child has dyslexia before they enter the classroom,” he said. “Research has shown that some, not all, dyslexic children may talk later than average children. There are specific trainings that can be applied early on, and there are certain aspects in the classroom that you need to emphasize and concentrate more on.”
Joshi said the team underscored early intervention in the final line of the updated definition, which states that “language and literacy support before and during the early years of education is particularly effective.”
“There are some early signs, not determinants, of dyslexia by young children,” he said. “They may have speech problems or talk later than average children. By identifying these as early as possible, we can focus on supporting these kids and assisting parents or early childhood educators in looking for signs of dyslexia.”
