Lee ByungEun · Choi YeongHwan This study aimed to accurately diagnose students with difficulty read- ing and writing Korean and propose educational solutions. Difficulties in reading and writing Korean can stem from various causes, leading to different diagnoses. Existing dyslexia diagnostic tools used in schools do not clearly differentiate between disabilities, a limited understanding of Korean, and dyslexia. This results in frequent misdiagnoses of students with dyslexia. To address this issue, we have systematized the diagnostic process, focusing on the prerequisites and causes of dyslexia. The first diagnostic stage confirmed normal hearing, visual, and cognitive abilities (Prerequisite 1). The second diagnostic stage checked whether proper Korean language education opportunities (Prerequisite 2) were being provided. The third stage assessed the ability to connect letters and sounds, a key element in diagnosing dyslexia. Students failing the first stage were diagnosed with hearing, visual, or other learning dis- abilities. Those failing the second stage were diagnosed with an inability to understand Korean. Students failing the third stage were diagnosed with dyslexia.