This study explores factors that might predict the way dyslexia is identified by schools. The authors looked at data on 7,947 second-grade students in 126 schools from one U.S. state. The findings suggest systematic demographic differences in whether a student is identified with dyslexia by schools, even when using universal screening.
This toolkit helps parents and educators learn about dyslexia and how to support the literacy development of students with dyslexia.
This infographic highlights common definitions of dyslexia, and identifies core dimensions of dyslexia shared across those definitions.
Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.
This infographic compares different approaches to screening fourth and fifth grade students to determine which most accurately identified risk of reading difficulties.
This paper aims to provide an overview and some insight into what is known about screening for dyslexia.
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The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliteracy.org
