Lack of Data Hampers Understanding of Dyslexia in Iceland

2026-02-09 - 12:08

A lack of reliable data and outdated diagnostic tools are limiting understanding of dyslexia in Iceland, according to a senior academic at the University of Iceland. Auður Soffíu Björgvinsdóttir, professor at the University of Iceland School of Education and chair of the Icelandic Association of Literacy Scholars, says there is no comprehensive information on how many people in Iceland have dyslexia. What's the Story? No reliable national data on dyslexia diagnoses collected in Iceland Current diagnostic tool, LOGOS, used from third grade and above, with reported limitations Education specialists called for updated dyslexia assessment tools in 2022 Children in a classroom at Menntaskólinn í Reykjavík. Photo: Golli. Education assessment concerns “There is actually no reliable information about the number of dyslexia diagnoses in Iceland,” says Auður, as reported in an interview with RÚV. While it is often estimated that around 20% of the population may have dyslexia, she says there is no way to confirm whether reading difficulties are becoming more common. Concerns about assessment methods have been raised previously. In 2022, the Icelandic Association of Literacy Scholars and the Icelandic Association of Special Needs Teachers submitted a resolution to the Minister of Education calling for updated diagnostic tools. “It really matters to get a new diagnostic tool,” says Auður. She says the current diagnostic system, LOGOS, has significant limitations. “The diagnostic tool is LOGOS and it’s really just becoming – I don’t know if I should use the word outdated – but there are at least a few problems with it.” “There are examples where it’s not possible to complete analyses because individual test components don’t work well enough.” LOGOS is designed for children in third grade and above, which Auður believes delays effective intervention. “We are diagnosing far too late. Diagnosing dyslexia in fifth, sixth or seventh grade and perhaps having waited and not responding to indications of a problem earlier, that is what I think is the big problem for us.” She also cautioned against exaggerated claims about literacy levels among boys, while acknowledging ongoing challenges. “We have to realize that the gap between illiteracy and very good reading skills is naturally very wide, so we cannot claim that such a high percentage are illiterate, not at all,” says Auður. “But it is still the case that we need to do better.”