Towards a consensus for dyslexia practice: Findings of a Delphi study on assessment and identification

•Explores consensus in professional practice; why, when and what to assess.•Discusses the current assessment context for children with difficulties learning to read, spell and write.•Supports the ongoing use of the label dyslexia for persistent impairments in reading fluency and allied difficulties, such as spelling.•Suggests an assessment framework for the identification of dyslexia.•In the identification of dyslexia, highlights and discusses areas that require further research.