(MENAFN- The Conversation) Whether and when to use the label“dyslexia” has been a perennial debate in education.

Some experts and academics argue that there is too much focus on the diagnosis of dyslexia, rather than on providing support for all children who struggle to learn to read. Others argue that children with the most significant difficulties have to fight to get the recognition they need.

Public figures, including celebrity chef Jamie Oliver , have called for all children to receive early screening for dyslexia.

We work together as researchers in psychology and education, with expertise in how children learn to read, dyslexia, neurodiversity, and how children with special educational needs should be supported. While calls for universal dyslexia screening are well intentioned, we believe this approach could lead to more problems than solutions.

One concern is the lack of accuracy in many screening tools, which can result in unclear or misleading outcomes.

Literacy difficulties are complex. Dyslexia is just one of many possible reasons a child might struggle with reading and writing. Focusing too narrowly on dyslexia risks missing other important learning needs.

Screening also has other limitations. A dyslexia screener is a tool used to flag potential indicators of dyslexia, which may involve one or more approaches such as teacher observations, structured audits, questionnaires or digital assessments. It offers only a brief snapshot of a child's abilities, rather than a full picture of how they learn.

A range of factors influence how children learn. PeopleImages/Shutterstock

Another crucial issue is what happens after screening. Without enough resources to follow up on screening results, teachers, parents and children may be left feeling frustrated and unsupported.

If there's no clear plan for what happens next, it can raise expectations without delivering real help. This can leave families and educators disillusioned and children without the support they need to succeed.

We both strongly believe in the value of a dyslexia diagnosis in the right context. One of us (Julia Carroll) recently led a project to gain consensus about the most appropriate definition of dyslexia and the best approach to assessment.

On the basis of this research, we believe a multi-phase process should be used. For younger children, the focus should be on needs rather than diagnosis. Extra help should be available for any children starting to fall behind. Some of these children will progress well. Others will continue to struggle, and an assessment for dyslexia may be warranted.

This approach relies on a thorough understanding of a child's needs, rather than prematurely categorising young children.

Holistic approaches

One of us (Penny Hannant) has developed a broad-based questionnaire to measure and aid development in early schooling. By gathering information about a child's development, such as how they respond to sounds, move their body, react to sensory input and process what they see, we can build a clearer picture of what kind of support they might need.

This approach allows for teachers to intervene before educational gaps emerge, offering a more refined and responsive foundation for learning.

A full profiling of strengths and weaknesses is also crucial to diagnostic assessment . Recent research indicates that developmental disorders such as dyslexia tend to have multiple causes , and that there is a great deal of overlap between different disorders.

Research suggests that a significant proportion of children with dyslexia also meet criteria for developmental language disorder or attention deficit hyperactivity disorder , which can significantly influence how dyslexia develops.

This means that any diagnostic process must take into account the whole child rather than relying on narrow or isolated criteria. To ensure this, schools need in-house specialists who are equipped to conduct holistic assessments and guide tailored support. A well-informed diagnosis not only helps children do better at school, but means they can continue to get the right support as they transition into adulthood.

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