Short processes to find students who need help in reading, writing, spelling, or math.
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.
Sample representativeness is an important piece to consider when evaluating the quality of a screening assessment. If you are trying to determine whether or not the screening tool accurately measures children’s skills, you want to ensure that the sample that is used to validate the tool is representative of your population of interest.
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.
Can a young child (under age 6) be diagnosed with dyslexia or at that age is the focus on recognizing warning signs?
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 © 2023 National Center on Improving Literacy. https://improvingliterarcy.org