It is important that the earliest possible identification of difficulties should occur (SOED (1994) and SOEID (1998)). Children who are dyslexic have additional support needs as defined by the Scottish Executive (2003). Once the new Additional Support Needs legislation is in place further advice on identification, referral and intervention will follow. This will ensure that early intervention strategies are put in place.  Identification of dyslexia is not easy at the early stages but it is possible to identify weak aspects of development which can be targeted through early intervention.  Because of the medical interest in dyslexia and the biological / neurological-based research that has taken place, there is a tendency for the term “diagnosis” to be used instead of identification.  Diagnosis is a medical term and as such, should not be used as the result of educational assessment.  However, so much that is written about dyslexia adopts this medical model terminology, that even educationalists use the term “diagnosis”. 

Identification is crucial in respect of dyslexia as the Disability Discrimination legislation applies to children who are dyslexic.  The Disability Strategies legislation (2002) requires such learners to have access to the curriculum and to communication.

It is important to note that there are many indicators which signal possible dyslexia.  These indicators change as children develop so that while some are observable at the early stages, not all of these will continue into upper primary.   When considering lists of such indicators it is essential to bear in mind that such lists are not checklists in the sense that all of the listed indicators must be ticked before you know it is dyslexia.  Rather, what you are establishing is a profile of strengths and weaknesses for the individual which will enable you to explain what your child can/cannot do when discussing his/her progress with the school.