{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T17:32:53Z","timestamp":1791221573368,"version":"4.1.0"},"reference-count":58,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,2,25]],"date-time":"2025-02-25T00:00:00Z","timestamp":1740441600000},"content-version":"vor","delay-in-days":24,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty\u2010two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis\u2010testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management.<\/jats:p>","DOI":"10.1002\/dys.1800","type":"journal-article","created":{"date-parts":[[2025,2,26]],"date-time":"2025-02-26T03:17:19Z","timestamp":1740539839000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification"],"prefix":"10.1002","volume":"31","author":[{"given":"Caroline","family":"Holden","sequence":"first","affiliation":[{"name":"SpLD Assessment Standards Committee (SASC)  Esher, Surrey UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9254-8732","authenticated-orcid":false,"given":"Philip","family":"Kirby","sequence":"additional","affiliation":[{"name":"King's College London  London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"University of Oxford  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul A.","family":"Thompson","sequence":"additional","affiliation":[{"name":"University of Warwick and University of Birmingham  Coventry and Birmingham UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julia M.","family":"Carroll","sequence":"additional","affiliation":[{"name":"University of Birmingham  Birmingham UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,2,25]]},"reference":[{"key":"e_1_2_11_2_1","volume-title":"Diagnostic and Statistical Manual of Mental Disorders","author":"American Psychiatric Association (APA)","year":"2017"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/00313831.2021.1958373"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/9780470669341"},{"key":"e_1_2_11_5_1","unstructured":"British Dyslexia Association (BDA).2019.\u201cDfE Changes to the Requirements for Assessment Practising Certificates (APC).\u201dhttps:\/\/www.bdadyslexia.org.uk\/news\/dfe\u2010changes\u2010to\u2010the\u2010requirements\u2010for\u2010assessment\u2010practising\u2010certificates\u2010apc."},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2006.00315.x"},{"key":"e_1_2_11_7_1","volume-title":"Early Literacy Matters: Economic Impact and Regional Disparities in England","author":"Cabrera K.","year":"2024"},{"key":"e_1_2_11_8_1","unstructured":"Cambridgeshire County Council.2019.\u201cCambridgeshire Literacy Difficulties\/Dyslexia Guidance.\u201d"},{"key":"e_1_2_11_9_1","unstructured":"Campbell T.2023.\u201cInequalities in Provision for Primary Children With Special Educational Needs and\/or Disabilities (SEND) by Local Area Deprivation.\u201dCASE Paper 213. 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