Abstract
Purpose
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 summarised. 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 maximise 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 is essential.
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 summarised. 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 maximise 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 is essential.
| Original language | English |
|---|---|
| Pages | 817-828 |
| Volume | 49 |
| Specialist publication | Language, Speech, and Hearing Services in Schools |
| DOIs | |
| Publication status | Published - 24 Oct 2018 |
Bibliographical note
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- dyslexia
- reading