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Recent research, however, suggests that students undergoing post\u2010secondary\u2010level assessments to document learning difficulties may not always put forth their best effort, and may even be motivated to exaggerate or magnify symptoms. This paper presents evidence indicating that symptom exaggeration in this context is not only possible, but is indistinguishable from valid symptomatology when it occurs. We argue that symptom validity assessment should be included in all higher\u2010education assessments for dyslexia and other specific learning disorders, and suggest some preliminary strategies for detection. 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