Collective screening tools for early identification of dyslexia

Abstract

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting.

Designing a Computerized Neuro-Cognitive Program for Early Diagnosing Children at Risk for Dyslexia

“…Each of the diagnostic and screening tools has their own shortcomings. For instance, most of them need the reading [21][22][23][24] and they lead to experience many defeats during the years to reveal [24], lack of willingness to accomplish the test because a lot of time is required to complete it, is another disadvantage [25,26]. Most of the time, the test and the tasks are not attractive because they are just computer-based of the paper-pencil test [27] and therefore cannot motivate subjects to use their maximum potential ability and moreover, although some of the tasks are designed in game format but their validity and reliability are not apparent [1,28].…”

“…Furthermore, the information processing theory is considered as one of the most authentic theories in this field [29]. Moreover, rapid naming task, was included to customize the program for dyslexia, which separates it from the other neuro-developmental disorders, especially from other learning disabilities [21].…”

“…This includes visual and auditory working memories as two important components of assessment. Furthermore, the task for rapid naming measurement was included in order to customize the program for dyslexia [21] and separate it from other learning disabilities.…”

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita

“…Authors 16 conducted a longitudinal study in the southeast region, which aimed to evaluate the accuracy of two instruments of collective screening -Alternative Tool for Educators and CognitiveLinguistic Protocol, in identifying children at risk for learning disorders, especially dyslexia. The latter instrument involves the rapid serial naming subtest.…”

“…On the other hand, studies show the importance of the theme for the Brazilian educational reality, since the sooner it is recognized the child at risk, the smaller the teaching-learning process that both the school and the child will have to compensate. When learning disorders are identified and treated early, the child can overcome his difficulties and continue in the literacy process 15,16 . Given the above, this study aimed to investigate the contributions of phonological awareness and rapid serial naming for the initial learning of writing in children from the kindergarten and the 1 st grade of elementary school I.…”