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The use of brief dyslexia rating scales is increasing given current dyslexia legislation efforts across the United States. The purpose of this article is to provide an overview of the historical context of the use of brief dyslexia rating scales, strengths, and limitations of using these measures, criteria for selecting these measures, and a review of three commonly used brief dyslexia rating scales in the United States. A discussion of how brief dyslexia rating scales can be used in conjunction with other forms of assessment is also provided. Implications for practice on using brief dyslexia rating scales are addressed in the context of both assessment and intervention.

The use of brief dyslexia rating scales is increasing given current dyslexia legislation efforts across the United States. The purpose of this article is to provide an overview of the historical context of the use of brief dyslexia rating scales, strengths, and limitations of using these measures, criteria for selecting these measures, and a review of three commonly used brief dyslexia rating scales in the United States. A discussion of how brief dyslexia rating scales can be used in conjunction with other forms of assessment is also provided. Implications for practice on using brief dyslexia rating scales are addressed in the context of both assessment and intervention. Practitioner points: Dyslexia screeners are intended to identify students who are at risk of not meeting reading performance standards and consist of both performance‐based measures and brief dyslexia rating scales.Caution should be taken when using brief dyslexia rating scale screeners due to low sample sizes for certain populations, limited numbers of students with dyslexia in the standardization sample of some measures, and variable specificity and sensitivity levels.Practitioners are encouraged to utilize performance‐based screeners if scores on a brief dyslexia rating scale screener fall below a cut score. [ABSTRACT FROM AUTHOR]