Early Identification of Dyslexia: Understanding the Issues

Author:

Colenbrander Danielle12,Ricketts Jessie3,Breadmore Helen L.4

Affiliation:

1. School of Experimental Psychology, University of Bristol, United Kingdom

2. Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Sydney, Australia

3. Department of Psychology, Royal Holloway University of London, Egham England

4. Centre for Advances in Behavioural Science, Coventry University, England

Abstract

Purpose The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia. Method The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed. Conclusions Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient—difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Reference123 articles.

1. Diagnostic and Statistical Manual of Mental Disorders

2. American Speech-Language-Hearing Association. (n.d.). Response to intervention. Retrieved from https://www.asha.org/slp/schools/prof-consult/RtoI/

3. Investigating the predictive roles of working memory and IQ in academic attainment

4. Toward more effective tiered systems: Lessons from national implementation efforts;Arden S. V.;Exceptional Children,2017

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