What is often absent in the diagnosis of dyslexia according to current trends?

The absence of the need for grade discrepancy in the diagnosis of dyslexia aligns with current trends emphasizing a more nuanced understanding of the condition. Traditionally, there was a requirement to demonstrate a significant discrepancy between a student's intellectual ability and their academic performance to qualify for a dyslexia diagnosis. However, contemporary approaches recognize that there are various factors influencing reading difficulties, and students may struggle with dyslexia regardless of a noticeable gap between their IQ and performance levels. This shift has allowed for earlier identification and intervention strategies, focusing on the specific characteristics of dyslexia rather than on comparative performance metrics alone. As a result, professionals now prioritize direct observations of reading abilities and related skills over strict adherence to the grade discrepancy model.