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After many years of an arguably “hidden” status in schools, dyslexia has emerged as a critical concern in education thanks to parental advocacy and because of dyslexia’s far-reaching implications for a child’s well-being and educational success. However, while awareness and recognition have increased, dyslexia may still go unidentified or misidentified in elementary school classrooms.

As a speech-language pathologist (SLP), assessment professional, and parent, I’ve gained an acute appreciation for dyslexia and all the learning I’ve gathered over the decades from research, practice, and individuals/families. Yet, I continue to learn that many professionals still may not be comfortable identifying common symptoms which indicate the need for assessment and will open the door to effective support and growth.

As educators settle into their routines with the new school year well underway, I think daily about supporting teachers who often notice behaviors and student performance before anyone else. While I encourage all my fellow SLPs to step into the classroom and listen to teacher assessments often, I also want to encourage our classroom teacher colleagues (and the rest of the educational team). Here are some of the indicators that can help identify students who may have dyslexia so they can get the support they need to succeed in school and beyond.

Growth scale values (GSVs) have gained traction as a more precise option for measuring outcomes in clinical trials.

Addressing misinformation and promoting evidence-based understanding

If you attended the 2024 ADHD Virtual Summit, you likely watched the ADHD Evidence Project Presentation by Dr. Stephen Faraone. Dr. Faraone is clinical psychologist, professor in the Department of Psychiatry at SUNY Upstate Medical University, and President of the World Federation of ADHD.

In simple terms, the WAIS®-5 is the best test we've ever produced in the cognitive line in so many ways. There are many updates test users are going to be excited about.

Growing up in today’s digital era can be a pressure cooker for all kids, but it can be a particular strain for girls as they navigate societal expectations, media influences and peer dynamics — all under the relentless glare of the social media spotlight. Platforms like Instagram, TikTok, YouTube and Snapchat can often promote unrealistic beauty standards, and the barrage of messages can negatively impact girls’ sense of self-worth and identity. 

While advertising and social media can have a seemingly 24/7 presence, educators can create a safe place within their school community to help counteract these potentially harmful inputs and to support all students in feeling comfortable with being their authentic selves. 

As we know all too well, school districts are grappling with a myriad of challenges — from staffing shortages to surging student needs. While schools are increasingly leveraging technology, how much can digital solutions really help ease the burden as we aim to provide the highest possible services to our students and school community?

Throughout my 25 years as a school psychologist, I’ve seen firsthand how the Digital Assessments Library for Schools can streamline assessments — liberating staff from time-consuming administrative tasks and freeing them to focus on what matters most: supporting students and driving better outcomes. Even more important, digital assessments help promote equity among districts and empower student growth. 

We’re seeing impressive results from those making the switch. In fact, my Pearson colleague Chuck Eberle, who is the Product Owner for Pearson's Digital Assessment Library for Schools, told me that we’ve had steady adoption rates, including by many of the largest school districts, since we launched our digital library in 2017. 

How do you decide whether the DALS is right for your district? We’ve put together this guide to help you figure it out.

The pursuit of equity in education has an important ally in Pearson’s Digital Assessment Library for Schools (DALS), which is helping level the playing field and provide the best outcomes for all students. Throughout my 25-year career as a school psychologist, I've observed how subtle inequalities in testing can have a profound impact, inadvertently creating barriers and limiting the potential of students. 

While all schools strive for equality, it can be difficult when practitioners don’t have access to the most effective tests for their students’ needs, often due to budget constraints. Here’s how DALS helps solve four common scenarios practitioners face.

With the proliferation of AI-driven recruiting software, it may seem that candidate screening is becoming easier than ever. But, for specialized employee populations — security cleared personnel, police and public safety officers, critical infrastructure employees and more — finding quality candidates can’t be solved with technology alone.

Some specialized labor pools are extremely small, like cleared employees. Other security-focused jobs are physically demanding and dangerous. These types of roles can present mental health challenges due to their high-stress nature. As a result, organizations across government and the private sector are struggling to recruit new workers.

Fortunately, there are tools available to HR departments and staffing agencies tasked with finding employees for high-security positions. Personality, behavioral and cognitive assessments complement existing screening tools and interviews, and they help identify potential employees with the personality traits needed for success in high-pressure or security-cleared roles. 

“High-security jobs inherently require a high level of stress management, adaptability and personal integrity in a candidate,” says Patrick Moran, Pearson’s director of sales for government and public safety. “Personality measures capture these and other key aspects of a person’s presentation of themselves in these unique workplace settings.”

Assessments can improve the recruitment process for high-security candidates in a number of important ways, including: