Dyslexia Diagnosis as an Equity Tax

The article argues widely used, expensive dyslexia assessment regimes create a two‑tier support system: families who can pay for cognitive testing get labeled access to special resources, while the majority of struggling readers—often poorer children—are left without help. It reframes dyslexia labeling as a procedural bottleneck that reallocates scarce educational resources rather than a strictly scientific categorization. — If accepted, this reframing shifts policy debates from diagnostic accuracy to allocation—prompting simpler, needs‑based support models and funding reforms in K–12 education.