Distinguishing Dyslexia from foundational delay: Post Covid reading outcomes in a high-needs South African school

Abstract

This study investigated reading proficiency outcomes in 78 learners at risk of grade failure in a high-needs South African school following the COVID-19 lockdowns. The primary objective was to determine whether reading difficulties indicated neurodevelopmental disorders, such as Developmental Dyslexia (DD), or were better explained by external, context-specific factors, conceptualised as Foundational Delay Phenomenon (FDP). Three contributory factors — home language and language of learning mismatch, non-attendance of Grade R, and grade repetition — were examined within and across diagnostic groups. In addition, longitudinal trends in grade repetition before and after the COVID-19 lockdowns were analysed to assess the broader impact on academic progression. Findings revealed that most learners’ reading difficulties were associated with disrupted early education, limited instructional exposure, and educational discontinuity, rather than intrinsic cognitive deficits. These results underscore the importance of distinguishing between DD and FDP for accurate diagnosis and intervention. The study contributes to post-pandemic educational policy and diagnostic frameworks tailored to high-risk school environments.