The Identification and Prevalence of Dyslexia Among English Learners

Abstract

Although changes in the identification of dyslexia have shifted in recent years, the rate of identification of dyslexia for English Learners (ELs) continues to lag behind that of monolinguals. Using a large sample of student data reported in the Public Education Information Management system (PEIMS) across two school years (2013-14 and 2019-20; n=4,692,688), data were analyzed to assess the rates of identification before and after the implementation of a mandatory screener in Grades K and 1 alongside a state dyslexia handbook. The prevalence of dyslexia was found to be below the commonly acknowledged rate of 5-17% for both monolinguals and English learners for both years 1 and 2. Identification improved from year 1 to year 2; however, ELs were less likely to be identified with dyslexia, at a slower pace, and at a later grade than their monolingual peers. Males were more likely to be identified than females, even more so when males were also ELs. Students who receive free and reduced lunch were more likely to be identified with dyslexia. Students of an ethnic identity other than Caucasian were less likely to be identified with dyslexia. Moreover, the likelihood of dyslexia identification for students who are African American decreased from year 1 to year 2. Finally, school personnel who evaluate and identify students with dyslexia were surveyed to provide information regarding the criteria and assessments used to identify ELs with dyslexia. Qualitative analysis of the responses related to the testing of ELs revealed inconsistencies in the way they are identified, as well as the assessments employed. Future studies should examine preservice and in-service training of evaluators for specific knowledge of reading and language development, as well as the development of a consistent procedure for identifying ELs with dyslexia that is implemented with fidelity and supervision.