{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T15:12:39Z","timestamp":1787929959612,"version":"build-2784847793"},"reference-count":40,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T00:00:00Z","timestamp":1764806400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"},{"start":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T00:00:00Z","timestamp":1764806400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>Holden et\u00a0al. (2025) conducted a Delphi study to establish consensus on how to define, identify, and assess dyslexia, with the definitional component primarily reported by Carroll et\u00a0al. (2025). Although Holden et\u00a0al. aim to provide guidance for practitioners, we have concerns about the study's methodology, the reinforcement of IQ testing and discrepancy\u2010based approaches, a focus on cognitive processing difficulties, and an over\u2010reliance on clinical judgement. We argue that their approach ultimately complicates rather than clarifies dyslexia assessment and introduces barriers to equitable identification and intervention. Instead, we advocate for an approach that prioritises direct evaluation of word reading accuracy and fluency difficulties, eliminating reliance on cognitive assessments, family history, and response to instruction as diagnostic criteria.<\/jats:p>","DOI":"10.1002\/dys.70019","type":"journal-article","created":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T10:31:34Z","timestamp":1764844294000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Consensus Without Clarity for Dyslexia Identification: A Commentary on Holden et\u00a0al."],"prefix":"10.1002","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7944-1794","authenticated-orcid":false,"given":"Jamie L.","family":"Metsala","sequence":"first","affiliation":[{"name":"Faculty of Education Mount Saint Vincent University  Halifax Nova Scotia Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Linda S.","family":"Siegel","sequence":"additional","affiliation":[{"name":"University of British Columbia  Vancouver British Columbia Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4894-3625","authenticated-orcid":false,"given":"David P.","family":"Hurford","sequence":"additional","affiliation":[{"name":"Center for Reading Pittsburg State University  Pittsburg Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michaela R.","family":"Ozier","sequence":"additional","affiliation":[{"name":"Center for Reading Pittsburg State University  Pittsburg Kansas USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,12,4]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890423349"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467\u20109817.2006.00315.x"},{"key":"e_1_2_9_5_1","unstructured":"Carr S.2023.\u201cToo Many Schools Are Misdiagnosing Dyslexia: Changing How Dyslexia Is Diagnosed Could Help Many More Children Learn to Read.\u201dScientific American.https:\/\/www.scientificamerican.com\/article\/too\u2010many\u2010schools\u2010are\u2010misdiagnosing\u2010dyslexia1\/."},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.14123"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194211037062"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1017\/S1355617709090481"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/2372966X.2024.2369494"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/2372966X.2021.1960126"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/08295735231224052"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1002\/rrq.333"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1177\/0829573520978111"},{"key":"e_1_2_9_14_1","doi-asserted-by":"crossref","unstructured":"Farmer R. L. R. J.McGill A. B.Lockwood S. C.Dombrowski G. L.Canivez andI.Zaheer.2022.\u201cWarning Signs for Hype in School\u2010Based Assessment: Implications for Training and Pedagogy.\u201dPsyArXiv.","DOI":"10.31234\/osf.io\/ypcv7"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1093\/arclin\/acw103"},{"key":"e_1_2_9_16_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161\u20101461(2005\/029)"},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1800"},{"key":"e_1_2_9_18_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949402701005"},{"key":"e_1_2_9_19_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949402700604"},{"key":"e_1_2_9_20_1","unstructured":"Kennedy A.2024.\u201cAn Examination of Psychologists' Assessment Practices for Learning Disabilities in Nova Scotia.\u201dMaster's thesis Mount Saint Vincent University. MSVU Repository.https:\/\/ec.msvu.ca\/server\/api\/core\/bitstreams\/ddcf112b\u20108d45\u20104b32\u2010beb2\u20106c2c976019dd\/content."},{"key":"e_1_2_9_21_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0256114"},{"key":"e_1_2_9_22_1","doi-asserted-by":"publisher","DOI":"10.1002\/pits.20467"},{"issue":"1","key":"e_1_2_9_23_1","first-page":"49","article-title":"Invalidating the Full Scale IQ Score in the Presence of Significant Factor Score Variability: Clinical Acumen or Clinical Illusion?","volume":"6","author":"McGill R. J.","year":"2016","journal-title":"Archives of Assessment Psychology"},{"key":"e_1_2_9_24_1","doi-asserted-by":"publisher","DOI":"10.1177\/0731948715618504"},{"key":"e_1_2_9_25_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1695"},{"key":"e_1_2_9_26_1","unstructured":"Metsala J. L. L. S.Siegel D. P.Hurford andM. R.Ozier.2025. \u201cDoes the Delphi Study Solve the Definition of Dyslexia? A Commentary on Carroll et\u00a0al. 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