Dyslexia is a specific reading learning disorder that constitutes an obstacle to the academic progress of some students. Despite a growing awareness of this condition, particularly in the last decade, the diagnostic process within the Algerian school environment remains complex and often incomplete. Indeed, diagnosing this disorder requires a rigorous longitudinal methodological approach. This article seeks to highlight the different stages that must be addressed in any diagnostic approach. To this end, one hundred students enrolled in 3rd grade classes in two primary schools were consulted and subjected to a set of tests. The results based on the inclusion and exclusion criteria show that some students clearly have a dyslexic profile. This diagnostic approach can help speech therapists to better understand dyslexia and the criteria that should be adopted for its diagnosis. Top of form

Methodological approach; Dyslexia; Diagnosis; School environment.