Early identification of dyslexia: Understanding the issues

Danielle Colenbrander, Jessie Ricketts, Helen Breadmore

Research output: Contribution to specialist publicationArticle

2 Citations (Scopus)
136 Downloads (Pure)

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.
Original languageEnglish
Pages817-828
Volume49
Specialist publicationLanguage, Speech, and Hearing Services in Schools
DOIs
Publication statusPublished - 24 Oct 2018

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Dyslexia
Language
Reading
Research
Pathologists

Bibliographical note

Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

Keywords

  • dyslexia
  • reading

Cite this

Early identification of dyslexia: Understanding the issues. / Colenbrander, Danielle; Ricketts, Jessie; Breadmore, Helen.

In: Language, Speech, and Hearing Services in Schools, Vol. 49, 24.10.2018, p. 817-828.

Research output: Contribution to specialist publicationArticle

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