Early identification of dyslexia: understanding the issues

Danielle Colenbrander*, Jessie Ricketts, Helen L. Breadmore

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    19 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)817-828
    Number of pages12
    JournalLanguage, Speech, and Hearing Services in Schools
    Volume49
    Issue number4
    DOIs
    Publication statusPublished - Oct 2018

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