We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within school-wide MTSS allowing for integration of routinely collected progress monitoring data as well integrating with more formal diagnostic measures. This proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs instruction. We close proposing a revised definition of dyslexia that incorporates these elements.

我们在多层支持系统 (MTSS) 的背景下定义和识别患有阅读障碍的学生。我们回顾了阅读障碍的拟议定义、拟议定义属性的证据，并强调教学反应在识别患有阅读障碍的学生中的作用。我们将阅读障碍定义为在阅读和拼写单个单词方面存在特定缺陷且对循证教学反应不足的个体。我们提出了一种混合识别流程，其中评估在全校范围内的 MTSS 中使用，从而能够整合常规收集的进度监测数据以及与更正式的诊断措施相整合。这种提出的“混合”方法为有效决策提供了强有力的证据，并直接为教学提供信息。最后，我们提出了包含这些要素的诵读困难的修订定义。