Evidence map›Paper›PMID 41342245›Full record

ArticleDyslexia (Chichester, England)2026

Consensus Without Clarity for Dyslexia Identification: A Commentary on Holden et al.

Jamie L Metsala, Linda S Siegel, David P Hurford, Michaela R Ozier

Abstract read
In one paragraph

Article in Dyslexia (Chichester, England), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Jamie L MetsalaFaculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia, Canada.ORCID https://orcid.org/0000-0002-7944-1794
Linda S SiegelUniversity of British Columbia, Vancouver, British Columbia, Canada.
David P HurfordCenter for Reading, Pittsburg State University, Pittsburg, Kansas, USA.ORCID https://orcid.org/0000-0003-4894-3625
Michaela R OzierCenter for Reading, Pittsburg State University, Pittsburg, Kansas, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Holden et al. (2025) conducted a Delphi study to establish consensus on how to define, identify, and assess dyslexia, with the definitional component primarily reported by Carroll et al. (2025). Although Holden et al. aim to provide guidance for practitioners, we have concerns about the study's methodology, the reinforcement of IQ testing and discrepancy-based approaches, a focus on cognitive processing difficulties, and an over-reliance on clinical judgement. We argue that their approach ultimately complicates rather than clarifies dyslexia assessment and introduces barriers to equitable identification and intervention. Instead, we advocate for an approach that prioritises direct evaluation of word reading accuracy and fluency difficulties, eliminating reliance on cognitive assessments, family history, and response to instruction as diagnostic criteria.

Indexed as

DyslexiaConsensusConsensus Statements as TopicDelphi TechniqueHumansReading

Identifiers

PMID41342245
PMCPMC12676508

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.