Diagnosis of Dyslexia
The diagnosis of dyslexia is usually made after a series of assessments by an educational psychologist or a trained specialist teacher. These evaluations look at a person’s reading, writing, memory, processing speed, and phonological awareness. Since dyslexia is not linked to intelligence. People of all intellectual abilities can be affected—this is why careful, individualised testing is so important.
The process often begins when a child shows persistent difficulties in reading and writing. That do not improve with standard teaching methods. Teachers or parents may notice slow reading, poor spelling, or avoidance of tasks that involve written work. While many young children make occasional reading errors, if those difficulties continue beyond the expected age range, a referral for assessment is recommended.
During the diagnosis of dyslexia, the assessor will typically review developmental and educational history. Observe classroom behaviour, and conduct standardised tests. These may include tasks like repeating sounds, identifying rhymes, decoding unfamiliar words, and reading aloud. Spelling, writing fluency, and oral comprehension may also be assessed.
A key feature of a formal dyslexia assessment is comparing a person’s reading and writing abilities with their overall cognitive ability. If there is a significant gap between verbal reasoning and reading accuracy, dyslexia is often diagnosed. The aim is not to label a learner, but to understand how they learn best and what support they need.
Formal Diagnostics
In South Africa, access to formal diagnostic services can be limited, especially in under-resourced schools or rural areas. Many families cannot afford private assessments, and public education systems often lack trained personnel. As a result, many learners go undiagnosed, missing out on early interventions that could transform their learning experience.
It’s also important to recognise that dyslexia presents differently in multilingual learners. A child who struggles in English may read fluently in their home language. Therefore, assessments should be culturally and linguistically appropriate, with adjustments made for the learner’s language background and exposure.
Diagnosis of Dyslexia
While formal diagnosis is helpful for securing school-based accommodations—such as extra time in exams, the use of assistive technology, or exemption from certain tasks—early classroom-based interventions can still begin before a diagnosis is confirmed. Teachers with training in special needs education can often identify red flags and apply inclusive strategies.
Getting a confirmed diagnosis of dyslexia empowers learners, parents, and teachers to work together more effectively. It shifts the focus from frustration and misunderstanding to practical, supportive solutions that allow the learner to succeed on their terms.
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