We hear how students are consistently misidentified and unidentified through the individual education plan (IEP) process in our public schools. The reason for this is two-fold.

1) most of those whom we depend upon to identify dyslexia have little or no training and experience to do so; and 2) schools are using the wrong tests in the wrong way with an incomplete understanding of their limitations.

Testing for anything requires a very nuanced understanding of administration, validity, reliability, interpretation, and testing limitations. The biggest limitations is that testing itself is a clinical construct that can be misleading and unrevealing.

“Testing experts tend to agree that primary and secondary schools misuse test scores. Those who do not understand the limitations of test may rely too much on test scores (Kaplan & Saccuzzo, Psychological Testing, 2013).”

Contact LexiAbility to learn more about dyslexia assessment through proper testing.