Kindergarten deficits in letter knowledge and phonological awareness, morphological awareness, and rapid automatized naming were associated with increased risk for dyslexia.
Cognitive-linguistic deficits in kindergarten are associated with an increased risk for early- and late-emerging dyslexia, according to a study published online March 24 in JAMA Network Open.
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About The Study: In this cohort study of 515 children followed from kindergarten through grades 1 and 4, distinct patterns of cognitive-linguistic deficits in kindergarten were associated with 2- to 5-fold increased risk for early- and late-emerging dyslexia. These findings provide a foundational evidence base to support the integration of developmentally sensitive screening into pediatric surveillance frameworks, facilitating early identification and a shift from reactive to preventive care, including for children at risk of late-emerging dyslexia.
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Parents are being urged to watch for some key signs of a condition affecting one in 10 people. Undiagnosed it can leave children frustrated and struggling, it has been warned.
Experts at Evolve Psychology explained three signs of dyslexia that occur away from the books and how a diagnosis can help frustrated children and adults get the support they need. Alicia Johnson, Specific Learning Difficulty Assessor, at Evolve, said: “Struggling with literacy is such a fundamental challenge; it impacts a person’s experience of education, work and often, their self-esteem.
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When we talk about dyslexia, many people think of difficulties with reading and writing. But what happens when students have both dyslexia and giftedness? These students may perform well on standardised reading comprehension tests when comprehension is assessed through multiple-choice questions. In this way, the decoding problems typical of dyslexia are not detected. This may mean that the difficulties remain invisible to teachers, students and parents.
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Nearly every state in the U.S. passed some sort of dyslexia laws over the past decade. Most of these laws encourage or require schools to screen young children for reading difficulties, train teachers in evidence-based reading instruction and provide targeted support to students who show early signs of dyslexia.
Families of children with dyslexia, educators and dyslexia advocacy groups widely praised these laws. If schools could identify dyslexia early and respond with evidence-based instruction, reading outcomes would likely improve and fewer children would fall behind.
But what actually happened after these laws passed?
My colleagues and I examined nearly two decades of national student data to answer this question. The results tell a complicated story.
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Summary: A new AI-driven tool developed by researchers could revolutionize how educators and clinicians screen for dyslexia and dysgraphia in children. By analyzing handwriting samples from K–5 students, the system detects behavioral cues, spelling errors, motor difficulties, and cognitive issues with remarkable precision.
Unlike traditional screening, which is time-intensive and often condition-specific, this method is faster, scalable, and could ease the burden on the nation’s limited speech and occupational therapy workforce. The research underscores the value of using artificial intelligence for early intervention, particularly in underserved communities.
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