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Related Experiment Video

Updated: Mar 25, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Kindergarten Screening for Early (Grade 1) and Late-Emerging (Grade 4) Dyslexia Risk.

Rotem Yinon¹, Dana Tal¹, Shelley Shaul-Millear¹

¹Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.

JAMA Network Open

|March 24, 2026

Summary

Early identification of dyslexia risk is crucial. Kindergarten deficits in letter knowledge and phonological awareness predict early dyslexia, while letter knowledge, morphological awareness, and rapid naming predict later dyslexia.

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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

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Published on: February 7, 2025

Area of Science:

Developmental Psychology
Pediatric Medicine
Educational Neuroscience

Background:

Pediatric primary care presents a key opportunity for early dyslexia screening.
Validated prereading measures for comprehensive developmental risk assessment are lacking in standard pediatric care.
Establishing predictive validity of these measures is vital for clinical integration.

Purpose of the Study:

To assess the extent to which kindergarten deficits in four cognitive-linguistic domains predict early (1st grade) and late (4th grade) emerging dyslexia.
To investigate the predictive validity of phonological awareness, rapid automatized naming, letter knowledge, and morphological awareness for dyslexia risk.

Main Methods:

A prospective longitudinal cohort study involving 515 Hebrew-speaking children across 128 kindergartens and 60 elementary schools in northern Israel.
Cognitive-linguistic skills (phonological awareness, rapid automatized naming, letter knowledge, morphological awareness) were assessed in kindergarten.
Dyslexia risk was determined by word-reading fluency at or below the 10th percentile in grades 1 and 4, analyzed using logistic regression.

Main Results:

Kindergarten deficits in letter knowledge and phonological awareness were associated with a 4- to 5-fold increased risk of 1st-grade dyslexia.
Kindergarten deficits in letter knowledge, morphological awareness, and rapid automatized naming predicted 4th-grade dyslexia risk (2.4- to 3.6-fold increased risk), independent of 1st-grade risk.
Distinct patterns of cognitive-linguistic deficits in kindergarten predicted both early and late-emerging dyslexia.

Conclusions:

Early identification of dyslexia risk is possible through kindergarten assessments of specific cognitive-linguistic skills.
Findings support integrating sensitive screening tools into pediatric surveillance for early dyslexia identification.
This approach facilitates a shift towards preventive care, addressing both early and late-emerging dyslexia.