Diagnosis of Reading Problems: is there a case?

Abstract

The argument presented in this paper is that effective instruction of children with reading difficulties relies little on accurate diagnosis either of the apparent cause of the reading problem or the nature of the reading problem. The former argument—that the diagnosis of the underlying cause of the problem is futile—is not new but bears restatement as there is no sign that the practice is abating among certain health professionals. The latter argument—that the diagnosis of the child's relative strengths and weaknesses in reading is also irrelevant to instruction—is more controversial as it contradicts standard educational practice. It is considered that standardised reading tests, if properly administered and interpreted, have a part to play in the identification of children with reading problems, but not in the diagnosis or treatment of such problems. Children with reading difficulties would be better served if more attention were paid to instruction and less to diagnosis.