Short processes to find students who need help in reading, writing, spelling, or math.
Screening assessments can help capture each child’s reading and language strengths and weaknesses in key early stages of development.
There is broad agreement that schools should implement early screening and intervention programs. State legislation generally favors the use of universal screening within schools across grades K-2.
Screening for dyslexia risk should be part of a decision-making framework that answers four fundamental questions.
When evaluating the quality of any screening tool, it is important to determine whether or not the assessment is biased against different groups of students. We want to ensure that students do not receive higher or lower scores on an assessment for reasons other than the primary skill or trait that is being tested.
Assessment is a process of collecting information. Screening is an assessment process that helps teachers identify students who are at risk for not meeting grade-level learning goals.
Reliability is the consistency of a set of scores that are designed to measure the same thing. Reliability is a statistical property of scores that must be demonstrated rather than assumed.
Validity is broadly defined as how well something measures what it’s supposed to measure. The reliability and validity of scores from assessments are two concepts that are closely knit together and feed into each other.
Expert: Donald Compton, Ph.D
Expert: Nadine Gaab Ph.D.
Expert: Jack Fletcher, Ph.D.
This paper aims to provide an overview and some insight into what is known about screening for dyslexia. Section I provides a brief overview of “what is dyslexia” and the importance of screening for dyslexia risk. In Section II of this paper, we discuss the neurological and behavioral aspects relevant to dyslexia as well as the emerging research in both areas. Section III provides a robust presentation of viewpoints and considerations for best practices in behavioral screening.
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 © 2019 National Center on Improving Literacy. https://improvingliterarcy.org