Supporting students with dyslexia: rethinking language test accommodations

This chapter examines how dyslexia, understood within the neurodiversity paradigm as a naturally occurring variation in cognitive processing, interacts with the demands of second language reading assessments and considers the type of test accommodations which might be appropriate. Stanovich’s 1980 Interactive-Compensatory model of reading is used to theorize how dyslexia may impact both lower‑level and higher‑level reading processes and the potential implications for test performance are discussed. Using Weir’s 2005 Socio‑Cognitive Framework, the chapter analyzes how specific item formats—such as multiple-choice and matching tasks—may unintentionally introduce construct‑irrelevant barriers for neurodivergent test takers. The chapter reviews a range of accommodations, including extended time, assistive technologies, read‑aloud tools, and presentation adjustments, evaluating their potential impact on test validity and construct representation. The authors argue that equitable assessment requires a close alignment between real‑world reading practices and testing conditions alongside a nuanced understanding of the individual needs of test-takers with dyslexia. The chapter concludes by advocating an individualized approach to test accommodations and calling for more empirical research and collaborative development of inclusive, validity‑driven accommodation practices.