Defining dyslexia – a commentary on Carroll et al. (2025)

Carroll et al. ( Journal of Child Psychology and Psychiatry , 2025, 66, 1065) conducted a Delphi study, which synthesized responses across a range of participants to arrive at a consensus definition of dyslexia. The study contributes to understanding important considerations in this field from the perspective of a panel of stakeholders. In this article, we make the case for an alternative approach to defining and ultimately identifying dyslexia. Our proposed definition is developed through a critical examination of issues raised in the Delphi study and of approaches that emphasize cognitive processes, the use of intellectual assessment, and discrepancy‐based concepts of dyslexia. In the end, our definition focuses on core academic skill difficulties and prioritizes effective prevention and intervention for students with or at risk for dyslexia.