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Early screening for dyslexia--a collaborative pilot project.

S Ball1, T Becker, M Boys

  • 1Speech and Language Therapy Service, Trowbridge Health Clinic, The Halve, Trowbridge, Wiltshire, BA 14 8SA, 01225 766161.

International Journal of Language & Communication Disorders
|May 9, 2001
PubMed
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Early identification of dyslexia in primary schools is crucial. This project uses phonological screening and targeted interventions for children with persistent literacy difficulties.

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Literacy development is strongly linked to phonological skills.
  • Early identification and intervention are key for children with dyslexia.
  • Current screening methods may not identify all at-risk children by the end of Key Stage 1.

Purpose of the Study:

  • To pilot a collaborative project for identifying potentially dyslexic children by the end of Key Stage 1 (Year 2).
  • To implement an early intervention package based on phonological skills.
  • To further assess and provide targeted intervention for children with persistent difficulties.

Main Methods:

  • A collaborative project involving 12 primary schools in Wiltshire.
  • An initial screening procedure based on phonological skills.

Related Experiment Videos

  • An intervention package for identified children.
  • Follow-up assessments using a dyslexia profile assessment package for persistent difficulties.

    • Main Results:

    • The project is currently in its pilot phase.
    • Data on the effectiveness of the screening and intervention is being collected.
    • Persistent difficulties are identified one year later for further assessment.

    Conclusions:

    • Early identification and intervention for dyslexia are feasible in primary school settings.
    • A phonological-based approach can aid in identifying at-risk children.
    • Ongoing assessment and tailored interventions are necessary for children with persistent dyslexic profiles.