Formal Psychological Assessment: A Potential New Perspective in Assessing Dyslexia

The application of Formal Psychological Assessment (FPA) to the evaluation of psychological disorders has shown promise in enhancing the breadth of information clinicians can obtain from clinical assessments, as well as in tailoring treatment plans to meet individuals' specific needs and abilities ( Bottesi, 2015; Granziol et al., 2017; Panzer et al., 2018; Pino et al., 2018; Serra et al., 2015; Spoto et al., 2010; Spoto et al., 2018). This paper aims to assess the feasibility of applying FPA to dyslexia, a complex learning disability characterised by problems in word recognition and reading comprehension, often with marked deficits in spelling and memory (Smith-Spark & Fisk, 2007). Psychometric testing traditionally results in a numerical raw score that, when standardised, provides norm- or criterion-referenced information. FPA additionally offers a comprehensive analysis of an individual's unique combination of symptoms and traits. The employed methodology encompasses a comprehensive review of FPA's existing applications, diagnostic manuals to define the symptomatology of Dyslexia specifically the DSM-5 and ICD-1, and the diagnostic tools used in the assessment of dyslexia. This evaluation deduces diagnostic criteria for dyslexia, the first step needed to apply FPA to dyslexia. It is hypothesised that the list of attributes deduced from the literature will be comprehensive and suitable for FPA application to dyslexia. The findings suggest that FPA has the potential to be applied to dyslexia testing. The implications extend to improved support and interventions for individuals with dyslexia, potentially leading to enhanced educational and therapeutic strategies. By considering FPA as a valuable tool for dyslexia diagnosis this research offers a new lens through which clinicians and researchers can approach this complex learning disorder. Additionally, this study contributes to the ongoing dialogue in clinical psychology and has the potential to influence future research and clinical practices in the application of FPA for dyslexia and other learning disabilities.