Defining dyslexia - a commentary on Carroll et al. (2025)

Carroll et al. (Journal of Child Psychology and Psychiatry, 2025, 66, 1065) conducted a Delphi study, which synthesized responses across a range of participants to arrive at a consensus definition of dyslexia. The study contributes to understanding important considerations in this field from the perspective of a panel of stakeholders. In this article, we make the case for an alternative approach to defining and ultimately identifying dyslexia. Our proposed definition is developed through a critical examination of issues raised in the Delphi study and of approaches that emphasize cognitive processes, the use of intellectual assessment, and discrepancy-based concepts of dyslexia. In the end, our definition focuses on core academic skill difficulties and prioritizes effective prevention and intervention for students with or at risk for dyslexia.