Dyslexia – Diagnosis

The course begins by establishing a clear theoretical foundation. Participants are introduced to the origins of the term dyslexia and to widely accepted definitions from organizations such as the World Health Organization (WHO), the American Psychiatric Association (APA), and the International Dyslexia Association (IDA). The course emphasizes that dyslexia is a specific and persistent learning difficulty that cannot be explained by intellectual disability, sensory impairment, inadequate instruction, or unfavourable social or psychological conditions.

Participants then explore the common characteristics and manifestations of dyslexia, with particular attention to the wide range of individual differences among learners. The course explains how dyslexia may appear differently across areas such as reading, spelling, writing, memory, organization, and motor coordination. It also highlights that the severity of symptoms may vary depending on factors such as fatigue, emotional stress, or academic demands. Importantly, these indicators are presented as guidelines for observation and understanding rather than as independent diagnostic criteria.

A central component of the course focuses on the diagnosis of dyslexia. Participants learn that diagnosis is not based on a single test or isolated step, but rather on a systematic, multi-source process involving information gathered from families, teachers, and learners themselves, as well as classroom observations and formal assessment tools. The course explains the primary purposes of diagnosis, including identifying strengths and weaknesses, understanding the nature of academic difficulties, and guiding appropriate educational and therapeutic interventions.

The course also places strong emphasis on the role of systematic observation and the educational environment. Participants are introduced to a structured observational framework that considers emotional, social, cognitive, physical, and metacognitive dimensions. The course highlights the influence of instructional practices, classroom organization, task design, and available learning materials. Participants are encouraged to adopt an interactive model that views learning difficulties as the result of an interaction between learner characteristics and the educational environment.

In addition, the course examines assessment and measurement tools, clarifying the differences between criterion-referenced and norm-referenced tests, and distinguishing between screening procedures and comprehensive diagnostic assessment. The course also emphasizes the importance of using linguistically and culturally appropriate assessment tools, including scientifically developed Arabic screening instruments.

The course further explores the relationship between language, writing systems, and dyslexia. Participants develop a deeper understanding of how the manifestations of dyslexia may vary across languages due to differences in orthographic transparency. Comparisons are made between English, which has a relatively opaque orthographic system, and Arabic, which demonstrates greater orthographic transparency in its early reading stages. The course also highlights the increasing importance of context, morphology, and meaning in later stages of reading development. Key concepts such as phonological awareness, rapid naming, processing speed, and morphological awareness are discussed in relation to reading accuracy, fluency, and comprehension.

By the end of the course, participants will have developed a strong evidence-based conceptual framework for understanding dyslexia, recognizing the diversity of its manifestations, appreciating the complexity of the diagnostic process, and responding more effectively and responsibly to learners who experience reading difficulties, while maintaining professional and ethical standards in educational practice.