My daughter can spell but has been assessed as having a reading rate (not comprehension) that is two years behind her age average. Her reading was assessed by a literacy teacher at her secondary school. She was assessed as she is consistently way slower at her work than her peers (despite apparent concentration), though given time she does well. Given that she can spell does this rule out dyslexia? Is there some other learning difficulty that I should have her assessed for?

Dr. Pierson's Response: 

Being able to spell does not rule out dyslexia. Intervention could have positively affected her spelling skills because we know how to teach students how to spell (i.e., teach the rules of orthography). What can persist, per David Kilpatrick (2015), in students with reading problems, particularly as they get older, are challenges with reading under time constraints. Your daughter's slower rate could be indicative of someone who struggles with efficiency. That is why it is critical when assessing a student for dyslexia that timed measures of reading be included. The Test of Word Reading Efficiency (TOWRE-2) is an excellent measure in that it measures a student's ability to read both real and nonsense words under time constraints. The Gray Oral Reading Test - 5 (GORT-5), which assesses reading of short passages, also has a timed measure. Slower reading (i.e. challenges with efficiency) can affect reading comprehension.

I would recommend that your daughter be assessed by someone experienced with diagnosing dyslexia. Where do you live? I can send you the IDA list of providers.