Diagnosing dyslexia. A note on the need for ecological assessment
S. R. Forness
Diagnosis of dyslexia and other learning disabilities is usually made on
the basis of poor academic performance; intact intelligence; presence of
neurological, perceptual, or linguistic disorders; and exclusion of obvious
physical, emotional, or environmental difficulties. Recent evidence
suggests that both physicians and educators often fail to consider certain
situational and instructional factors, which often leads to incorrect
diagnosis of the syndrome. A simple case review and interview procedure is
suggested as a means of avoiding the problem of false-positive diagnoses of
dyslexia.
