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 “hybrid” 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 “hybrid” method demonstrates strong evidence for valid decision-making and directly informs intervention.

中文翻译：

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教学反应在识别阅读障碍和其他学习障碍方面的关键作用

本文讨论了阅读障碍的本质以及在多层支持系统 (MTSS) 的背景下识别和治疗的最佳实践。我们首先审查阅读障碍的提议定义，以确定提议属性的关键共性和差异。然后，我们审查拟议定义属性的经验证据，重点关注争议的关键来源，包括智商的作用、教学反应以及病因和不变性问题。我们认为，当前的经验证据支持阅读障碍分类，其特征是阅读和拼写单词的特定缺陷以及对循证教学的反应不足。然后，我们提出了一个“混合”阅读障碍识别过程，旨在收集与这些阅读障碍标志物相关的数据。我们认为，该评估过程最好在全校 MTSS 中实施，因为它利用了在实施良好的 MTSS 中常规收集的数据，包括学生进步和实施保真度的记录。与其他提出的识别学习障碍 (LD) 的方法相比，所提出的“混合”方法证明了有效决策的有力证据，并直接为干预提供了信息。