Early identification of dyslexia : Understanding the issues

Journal article

Colenbrander, Danielle, Ricketts, Jessie and Breadmore, Helen L.. (2018). Early identification of dyslexia : Understanding the issues. Language, Speech and Hearing Services in Schools. 49(4), pp. 817-828. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0007
AuthorsColenbrander, Danielle, Ricketts, Jessie and Breadmore, Helen L.
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.

Keywordsdyslexia; early identification; speech-language pathology; children; educational outcomes; reading difficulties
Year01 Jan 2018
JournalLanguage, Speech and Hearing Services in Schools
Journal citation49 (4), pp. 817-828
PublisherAmerican Speech-Language-Hearing Association
ISSN0161-1461
Digital Object Identifier (DOI)https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0007
PubMed Central ID30458543
Web address (URL)https://pubs.asha.org/doi/10.1044/2018_LSHSS-DYSLC-18-0007
Open accessPublished as non-open access
Research or scholarlyResearch
Page range817-828
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print24 Oct 2018
Publication process dates
Accepted05 Jun 2018
Deposited31 May 2024
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Copyright © 2018 American Speech-Language-Hearing Association

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Place of publicationUnited States
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