Collective screening tools for early identification of dyslexia

Area of Science:

• Educational Psychology
• Developmental Psychology
• Linguistics

Background:

• Current Response to Intervention (RTI) models typically use a three-tier system for student support.
• Implementing traditional RTI models in Brazilian schools is challenging due to resource limitations (time, personnel, finances).
• Individualized screening tools in RTI are time-consuming and require significant personnel.

Purpose of the Study:

• To explore the accuracy of collectively administered screening tools for early dyslexia identification in second graders.
• To propose a feasible two-stage screening model for early identification of at-risk students in Brazilian schools.
• To evaluate the effectiveness of easily administered screening tools in identifying children at risk for dyslexia.

Main Methods:

• A two-stage screening model was implemented with 45 second graders.
• Stage 1 involved a collectively administered curriculum-based measurement for universal screening.
• Stage 2 utilized collectively administered phonological judgment tasks (Alternative Tools for Educators - ATE) and writing tasks.

Main Results:

• The first stage identified 13 academic low-achievers from the initial group.
• Low achievement on ATE and collectively administered writing tasks demonstrated good sensitivity and specificity.
• These results correlated with poor literacy status at the end of fifth grade.

Conclusions:

• Collectively administered screening tools can accurately identify second graders at risk for dyslexia.
• The proposed two-stage screening model is a viable alternative for resource-constrained educational settings.
• Early identification using accessible tools supports timely intervention for children at risk of literacy difficulties.