<p>Oral language skills are an essential consideration in assessing and treating children with dyslexia, yet it is not clear whether investigators conducting research with children with dyslexia consistently account for oral language skills in their participant samples. Failing to account for oral language may present an inherent confound for the interpretation and conclusions drawn about children with dyslexia in research. In the present study we conducted a review of the literature from the years 2000–2022 across multiple disciplines that study children with dyslexia including: medicine, psychology, education, and speech-language pathology. We coded criteria used to categorize children as dyslexic, including whether or not oral language skills were accounted for diagnostically or descriptively. Across all disciplines phonological awareness was the most common oral language skill assessed. Research articles from the field of speech-language pathology were more likely to include measures of oral language than other disciplines. To better understand the role of oral language in dyslexia, we recommend researchers and professionals include more comprehensive oral language assessment when assessing children with dyslexia.</p>