The number of students with dyslexia entering higher education has increased during recent years. As a result, there is a need for development of assessment procedures for dyslexia. In Bosnia and Herzegovina there is no screening tool capable for identifying students with dyslexia in higher education. The present study investigated the validation of the DAST (R. I. Nicolson & A. J. Fawcett, 1997) for Bosnian language with shallow orthography. Poor discrimination and low reliability suggest that tasks used in the DAST can be good indicator of dyslexia in English speakers but not in Bosnian speakers due to differences between the two languages. Additional modifications and adaptations of the DAST should be made before it can be extrapolated to Bosnian.