{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T21:24:43Z","timestamp":1791494683905,"version":"4.3.4"},"reference-count":82,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2020,2,20]],"date-time":"2020-02-20T00:00:00Z","timestamp":1582156800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100009633","name":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","doi-asserted-by":"publisher","award":["P50 HD052117"],"award-info":[{"award-number":["P50 HD052117"]}],"id":[{"id":"10.13039\/100009633","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100005246","name":"Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324B170012"],"award-info":[{"award-number":["R324B170012"]}],"id":[{"id":"10.13039\/100005246","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2020,9]]},"abstract":"<jats:p>This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a \u201chybrid\u201d dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed \u201chybrid\u201d method demonstrates strong evidence for valid decision-making and directly informs intervention.<\/jats:p>","DOI":"10.1177\/0022219420906801","type":"journal-article","created":{"date-parts":[[2020,2,20]],"date-time":"2020-02-20T03:46:13Z","timestamp":1582170373000},"page":"343-353","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":140,"title":["The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities"],"prefix":"10.1177","volume":"53","author":[{"given":"Jeremy","family":"Miciak","sequence":"first","affiliation":[{"name":"University of Houston, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jack M.","family":"Fletcher","sequence":"additional","affiliation":[{"name":"University of Houston, TX, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2020,2,20]]},"reference":[{"key":"bibr1-0022219420906801","doi-asserted-by":"publisher","DOI":"10.1177\/00222194060390050401"},{"key":"bibr2-0022219420906801","volume-title":"Standards for educational and psychological testing","author":"American Educational Research Association, American Psychological Association, &amp; National Council on Measurement in Education","year":"2014"},{"key":"bibr3-0022219420906801","volume-title":"Diagnostic and statistical manual of mental disorders","author":"American Psychiatric Association","year":"1994","edition":"4"},{"key":"bibr4-0022219420906801","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"bibr5-0022219420906801","doi-asserted-by":"publisher","DOI":"10.17161\/foec.v42i9.6693"},{"key":"bibr6-0022219420906801","volume-title":"Evaluation of response to intervention practices for elementary school reading","author":"Balu R.","year":"2015"},{"key":"bibr7-0022219420906801","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0083668"},{"key":"bibr8-0022219420906801","doi-asserted-by":"publisher","DOI":"10.4324\/9781410606297"},{"key":"bibr9-0022219420906801","unstructured":"British Dyslexia Association. (2007). Definition of dyslexia. http:\/\/www.actiondyslexia.co.uk\/view-article\/Defining-Dyslexia"},{"key":"bibr10-0022219420906801","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410392048"},{"key":"bibr11-0022219420906801","volume-title":"The backward child","author":"Burt C.","year":"1937"},{"key":"bibr12-0022219420906801","unstructured":"Cassidy B. (2019a). Cassidy criticizes academic integrity of NCIL dyslexia report created with department of education funds. https:\/\/www.cassidy.senate.gov\/newsroom\/press-releases\/cassidy-criticizes-academic-integrity-of-ncil-report-created-with-department-of-education-funds"},{"key":"bibr13-0022219420906801","unstructured":"Cassidy B. (2019b). 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