Abstract: Background: Despite adequate cognitive abilities, university students with dyslexia represent a group at risk for prolonged study duration and increased dropout. At the same time, higher education institutions face the challenge of implementing diagnostic procedures that are both resource-efficient and sufficiently comprehensive to inform decision-making regarding appropriate accommodations and support measures in everyday academic contexts. This position paper originates from an institutional need to improve the assessment of reading and spelling difficulties in university contexts. Discussion: Drawing on a structured literature review and subsequent practice-based implementation in a clinical university setting, we propose a set of five positions to guide assessment. These include (1) the prioritization of reading fluency as a key marker, (2) the contextual evaluation of spelling and writing, (3) the interpretation of IQ as a performance indicator, (4) the systematic screening of comorbidities and students’ functional needs, and (5) the integration of human expertise with digital workflows. Based on these positions, we outline a compact, practice-oriented assessment strategy that enables the efficient identification of literacy-related barriers under real study conditions.
Massoumzadeh et al. (2026) studied this question.