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Break the cycle: How dyslexia screening can reduce recidivism in correctional institutions

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Two individuals are seated at a table in a library, studying a large open book together, with shelves of books and other patrons in the background.

Dyslexia affects 20% of the general population. However, that rate soars to nearly 50% among supervised individuals in correctional institutions, according to long-standing research.

As a language-based learning difference, dyslexia impairs reading, writing and processing information challenging for those affected. This difficulty can significantly impede an individual’s rehabilitation progress, whether under supervision or after release. In fact, research shows a strong connection between dyslexia, illiteracy and recidivism. 

With correctional facilities increasingly focused on preventing recidivism, leaders are recognizing that early identification of dyslexia among supervised individuals is critical.

Beyond letter reversal: misconceptions about dyslexia

Many people mistakenly believe that dyslexia is simply about reversing letters or not trying hard enough. But as Dr. Lynsey Psimas, Director of Government Business Development at Pearson Clinical Assessments, explains, that’s far from accurate.

“Dyslexia is a neurological, language-based learning difference, and effective reading instruction and intervention, not effort alone, are key to improvement,” she said. Still, those misconceptions can frame how the condition — and the people — are assessed and helped.

The correlation between dyslexia and correctional institutions

People are born with dyslexia, and symptoms may show in preschool when a child is a late talker or has difficulty rhyming. Signs may also appear in elementary school, as lessons focus on reading. 

However, a significant number of people aren’t diagnosed during school years. “Without proper support and intervention, they may struggle academically and behaviorally,” Psimas noted. She added that this struggle can lead to a higher dropout rate, which ultimately can increase the risk of involvement with the criminal justice system.

Dyslexia often coexists with other socioeconomic challenges, Psimas explained. “Individuals from disadvantaged backgrounds may have limited access to resources and support, increasing their risk of academic failure and, subsequently, involvement in the criminal justice system.”

Breaking the cycle with assessments and treatments

Early identification of dyslexia enables timely and tailored intervention, which can break through the cycle of frustration, behavioral and emotional issues.

However, even if dyslexia has not been identified and addressed for years, it’s not too late, Psimas emphasized. “Adults with dyslexia can still benefit from support and strategies to manage their condition.” 

For individuals in a supervised population, assessment and subsequent intervention can be key to breaking the cycle of recidivism.

According to Psimas, these widespread initiatives focus on improved literacy skills, reduced recidivism, enhanced self-esteem and better educational options. 

“Providing dyslexia screening and support helps people who are incarcerated improve their reading and writing skills, which are essential for rehabilitation and reintegration into society. Dyslexia screening also enables correctional institutions to offer targeted educational interventions, which can lead to better academic outcomes,” she said. 

She added that literacy programs tailored for incarcerated individuals with dyslexia can reduce recidivism rates by equipping them with the skills needed to find employment post-release. This is a key factor in avoiding a return to criminal behavior. 

Finding the right dyslexia assessment

An initial step in addressing dyslexia within correctional institutions is identifying the right assessment. Not all assessments are the same or are appropriate for every environment. When searching for a dyslexia assessment, look for a comprehensive, evidence-based assessment, Psimas advised. Make sure it is:

  • Valid: It measures what it is supposed to. 
  • Reliable: It produces consistent results.
  • Fair: It is non-discriminatory and unbiased.
  • Transparent: The processes and criteria are clear to all stakeholders.
  • Feasible: It is practical in terms of time and resources.

Assessments widely used for dyslexia screening and evaluation include:

Other measures may be used to rule out additional concerns or conditions.

After selecting an assessment, Psimas indicated the next step is ensuring it is managed effectively. Screen systematically to prevent inconsistent diagnoses and rely on well-trained psychologists who are familiar with different types of dyslexia. 

“As correctional institution leaders look to reduce recidivism, identifying dyslexia is essential,” Psimas noted. “And Pearson has a wealth of resources and experts to help correctional institutions effectively take that first step.” 

For more on how Pearson can help support supervised populations and Pearson’s dyslexia solutions, check out the Corrections page and the Dyslexia Resources page.