The Pros, the Cons, and What Really Matters

If you suspect your child has dyslexia, there’s may be one question you’re stuck on:

“Should we get a formal diagnosis?”

For some families, the answer feels obvious.
For others, it feels overwhelming, expensive, or unnecessary.

As a speech pathologist who works almost exclusively with students with dyslexia, I’ve seen both sides. A diagnosis can be powerful. It can also be misunderstood.

I’ll unpack the real pros and cons, so you can make an informed, grounded decision.

First, what is a dyslexia diagnosis?

Dyslexia is widely defined as a language-based learning difficulty of neurological origin that primarily affects accurate and fluent word reading and spelling. It is strongly associated with difficulties in phonological processing.

In practical terms, a comprehensive diagnosis typically involves:

Assessment of reading, spelling and written expression
Evaluation of phonological awareness, working memory and rapid naming
Assessment of oral language skills
Consideration of cognitive profile
Background information from parents and teachers
Evidence that difficulties have persisted despite appropriate instruction

The gold standard is often a multidisciplinary approach, involving psychologists and speech pathologists, each contributing their area of expertise.

The Pros of Getting a Dyslexia Diagnosis

1. Clarity replaces confusion

Before diagnosis, many children are described as:

“Careless”
“Not trying hard enough”
“Capable but inconsistent”
“Bright but lazy”
“Notliving up to their potential”

A diagnosis shifts the narrative. It reframes the struggle as neurological, not motivational.

That clarity reduces blame, frustration and uncertainty for both child and parent.

2. Clearer access to appropriate intervention

Evidence-based structured literacy intervention is critical for students with dyslexia.

But : A child should not need a diagnosis to receive evidence-based reading instruction.

If a student is struggling with reading and spelling, structured, explicit, systematic teaching should begin immediately. This approach is best practice for all struggling readers, not just those with a formal label.

In principle, support should be based on need.
In practice, it often becomes tied to diagnosis.

Without a diagnosis, children are frequently given:

More reading practice
General learning support
“Wait and see” approaches
Guessing strategies
Adjustments that do not address the core underlying challenges

Once a diagnosis is made, support often shifts. Intervention becomes:

Explicit and systematic
Cumulative and targeted
Grounded in phonology, morphology and orthographic knowledge
Delivered with greater intensity and accountability

3. School accommodations become easier to secure

Formal documentation often supports access to:

Extra time in exams
Use of assistive technology
Reduced copying demands
Modified spelling expectations
Reader or scribe provisions

Without a diagnosis, accommodations can feel discretionary. With one, they are more defensible and sustainable.

4. Emotional relief for the child

Many children already know they are struggling. What they don’t know is why.

Before diagnosis, children often create their own explanation. And that explanation is rarely kind.

They label themselves:

“Dumb”
“Stupid”
“Bad at school”
“Something wrong with me”

A diagnosis can interrupt that internal narrative. It changes the label the child gives themselves.

Instead of:

“I’m stupid.”

It becomes:

“My brain processes written words differently.”

That shift matters. Particularly in upper primary years, when academic comparison intensifies and self-esteem becomes more fragile.

A diagnosis does not remove difficulty.
But it can protect identity.

5. Long-term advocacy power

Dyslexia does not disappear in high school. Or university. Or the workplace.

A documented diagnosis can support:

Exam adjustments in senior years
Access to university disability services
Workplace accommodations
Ongoing use of assistive technology

It provides long-term protection and advocacy clarity.

The Cons (and Real Considerations) of Getting a Diagnosis

It’s important to be balanced. There are genuine considerations.

1. Cost and time

Comprehensive dyslexia assessments in Australia are an investment. Families need to weigh:

Financial cost
Time commitment
Emotional bandwidth

This is not a quick screening. Done properly, it is thorough, and can be expensive.

2. Labels can be misunderstood

A diagnosis is information. But society sometimes interprets labels as limitations.

If poorly understood, a diagnosis can:

Lower expectations
Narrow opportunities
Create stigma

The diagnosis itself is neutral. The response to it determines its impact.

3. A diagnosis is not an intervention

Parents sometimes expect:

“Once we know, things will improve.”

A diagnosis provides clarity. It does not change the brain overnight.

Progress still requires:

Structured, systematic teaching
Consistent practice
Skilled instruction
Time

It is direction, not cure.

4. Intervention can begin without a formal diagnosis

This is important.

If a child demonstrates persistent reading and spelling difficulties consistent with dyslexia, structured literacy intervention can begin immediately.

A formal diagnosis is not required to:

Implement explicit phonics
Teach reading and spelling thorugh structured literacy
Build phonological awareness
Use decodable texts
Provide accommodations

In the early years, many families choose to prioritise intervention before pursuing formal assessment. That is often a sensible first step. However, when appropriate support is not being provided within the school setting, a diagnosis may help secure the level and intensity of intervention required.

The support children receive after a diagnosis is often the very support they needed when difficulties first became evident. Intervention should be driven by demonstrated need, not unlocked by a label. A diagnosis can protect and formalise access to appropriate intervention but it should not be the gatekeeper to it.

So… Is It Worth It?

The most helpful question isn’t: “Should we get a diagnosis?”

It’s: “What problem are we trying to solve?”

If the problem is confusion —> diagnosis helps.
If the problem is difficulty accessing appropriate support —> diagnosis may help.
If the problem is delayed intervention —> don’t wait.

The earlier structured support begins, the better the long-term outcomes, regardless of whether a formal diagnosis is in place.

The Bigger Picture

The longer reading difficulties persist without targeted, evidence-based support, the harder it becomes to rebuild confidence.

By Years 5 and 6, many students:

Avoid reading aloud
Hide spelling mistakes
Develop coping and masking strategies
Internalise failure
Disengage from school

A well-timed diagnosis can interrupt that trajectory. But what matters most is not the label. It is the quality and timing of the intervention.

Final Thoughts

A dyslexia diagnosis is not about labelling a child. It is about understanding how their brain learns, so we can teach them effectively. For some families, it brings relief and direction. For others, early intervention without formal diagnosis is the right first step.

There is no single correct pathway. But what is non-negotiable is this:

Children who are struggling to read need structured, evidence-based support — early, explicit and consistent.

Whether that starts with a diagnosis or with intervention, what matters most is that it starts.

Should My Child Get a Dyslexia Diagnosis?