Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students’ educational experiences.

准确及时地识别阅读障碍（RD）对于为陷入困境的读者提供适当而有效的补救措施至关重要。但是，用于识别RD的方法在教育和临床环境中以及跨教育和临床环境缺乏足够的文档。旨在识别苦苦挣扎的读者的各种可能做法可能会使该领域容易受到如何认识和支持苦苦挣扎的读者需求的不一致的困扰。为了更好地了解用于识别学龄儿童RD的当前做法的范围，我们在全国范围内创建和传播了一项调查，并分析了965名从业者的数据。研究结果表明，确定RD的时间表很长；评估小组，识别标准和诊断标签的组成存在很大差异；以及提高从业人员培训经验的显着机会。这项研究旨在促进跨境对话，探讨RD的识别及其对学生教育经历的影响。