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Updated: Feb 2, 2026
15:00
Assessing Dyslexia at Six Year of Age
Published on: May 1, 2020
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Early Identification of Dyslexia: Understanding the Issues
Danielle Colenbrander1,2, Jessie Ricketts3, Helen L Breadmore4
1School of Experimental Psychology, University of Bristol, United Kingdom.
Language, Speech, and Hearing Services in Schools
|November 21, 2018
Summary
Early identification of dyslexia is vital for children's educational success. Speech-language pathologists play a key role, but ongoing monitoring and intervention are essential for persistent reading difficulties.
Area of Science:
- Educational Psychology
- Speech and Language Pathology
- Developmental Pediatrics
Background:
- Dyslexia identification is critical for academic achievement.
- Early intervention can mitigate long-term reading challenges.
- Persistent reading difficulties may emerge later in schooling.
Purpose of the Study:
- To review the benefits and challenges of early dyslexia identification.
- To explore the role of speech-language pathologists in this process.
- To discuss response to intervention as an early identification method.
Main Methods:
- Literature review of dyslexia identification research.
- Summary of theoretical arguments and empirical evidence.
- Analysis of response to intervention (RTI) benefits and challenges.
Main Results:
- Early identification of dyslexia offers significant educational advantages.
- Response to intervention (RTI) is a viable method for early identification.
- Speech-language pathologists are pivotal in the early identification of dyslexia.
Conclusions:
- Early dyslexia identification is crucial for maximizing educational potential.
- Speech-language pathologists are well-positioned to aid in early identification.
- Continuous progress monitoring and intervention access are vital for addressing persistent reading issues.
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