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Updated: Aug 6, 2026
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Assessing Dyslexia at Six Year of Age
Published on: May 1, 2020
Prologue: language abilities in persons with dyslexia
Tiffany P Hogan1, Norma Hancock2
1Institute of Health Professions, 36 First Avenue, MA, 02129, Boston, USA. thogan@mghihp.edu.
Annals of Dyslexia
|July 23, 2026
Summary
Dyslexia involves more than just reading and spelling difficulties; it encompasses broader oral language challenges. Comprehensive assessment and intervention must address all aspects of oral language for effective support.
Area of Science:
- Neuroscience
- Developmental Psychology
- Education
Background:
- Dyslexia is traditionally viewed as a phonological disorder affecting word-level reading and spelling.
- Evidence increasingly indicates that language difficulties in dyslexia extend beyond phonology.
- These broader language aspects are often overlooked in research and clinical practice.
Purpose of the Study:
- To present current research on the full spectrum of language abilities in individuals with dyslexia.
- To highlight the importance of considering broader oral language in dyslexia.
- To inform policy, assessment, and intervention strategies.
Main Methods:
- Review of current research on dyslexia and oral language.
- Characterization of language profiles in children with and without co-occurring Developmental Language Disorder (DLD).
- Identification of early language markers predicting reading difficulties.
- Evaluation of tools for detecting language vulnerability and tailoring interventions.
Main Results:
- Language difficulties in dyslexia are extensive and often underestimated.
- Children with dyslexia, especially those with co-occurring DLD, exhibit complex language profiles.
- Early language markers can predict reading difficulties.
- Targeted interventions require a comprehensive understanding of oral language components.
Conclusions:
- Dyslexia should be recognized as a language learning disability.
- Assessment and instruction must integrate broader oral language skills.
- Universal screening and intervention for dyslexia should include all components of oral language.
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