A recent article posted in the Daily Democrat (excerpt below) outlines the results of a new study conducted by UC Davis and Yale University researchers that has concluded that identifying children with dyslexia as early as first grade could narrow or even close the achievement gap with typical readers. ~ DK
Dyslexia Requires Early Intervention, Say UCD Researchers
by Karen Nikos-Rose
UC Davis News Service
Identifying children with dyslexia as early as first grade could narrow or even close the achievement gap with typical readers, according to a new study by researchers at the University of California, Davis, and Yale University.
The data indicate that it is no longer acceptable to wait until a child is in third grade or later before undertaking efforts to identify or address dyslexia.
“If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition,” said Emilio Ferrer, a UC Davis psychology professor. He is lead author of the article published in The Journal of Pediatrics this month.
Ferrer and his Yale colleagues, Bennett and Sally Shaywitz, report the results of a longitudinal study of reading from first grade to 12th grade and beyond. Compared with typical readers, dyslexic readers had lower reading scores as early as first grade, and their trajectories over time never converge with those of typical readers. These data demonstrate that such differences are not so much a function of increasing disparities over time, but instead reflect marked differences already present in first grade between typical and dyslexic readers.
- Read the abstract – http://www.jpeds.com/article/S0022-3476(15)00823-9/abstract
- Read the full study – http://www.jpeds.com/article/S0022-3476(15)00823-9/fulltext