Cognitive, linguistic deficits in kindergarten linked to dyslexia risk

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Rotem Yinon, Ph.D., from the Edmond J. Safra Brain Research Center for the Study of Learning Disabilities at the University of Haifa in Israel, and colleagues examined whether and to what extent deficits in four cognitive-linguistic domains in kindergarten estimate the risk for early- and late-emerging dyslexia (grades 1 and 4, respectively) in a prospective longitudinal cohort study. Measures, assessed in kindergarten, included phonological awareness, rapid automatized naming, letter knowledge, and morphological awareness.

The study included 515 Hebrew-speaking children (mean age, 5.9 years). The researchers found that kindergarten deficits in letter knowledge and phonological awareness were associated with increased risk for dyslexia in grade 1 (odds ratios, 4.75 and 4.17, respectively). Deficits in letter knowledge, morphological awareness, and rapid automatized naming were associated with an increased risk for dyslexia in grade 4 (odds ratios, 3.57, 2.56, and 2.39, respectively), independent of risk in grade 1 (odds ratio, 4.98).

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Teachers may be required to complete dyslexia training for licensure

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Rep. Mary Frances Clardy (DFL-Inver Grove Heights) sponsors HF60 that, as amended, would mandate a two-hour dyslexia training for teachers holding Tier 1-4 licenses when renewing licenses. It was laid over for possible omnibus bill inclusion.

The bill would mandate the Department of Education to review dyslexia trainings and post at least three on its website that teachers could complete for free to meet the new requirement.

Sarah Bernhardt, a school psychologist with Groves Learning Organization, wrote in support of the bill. “When dyslexia is not recognized by educators, the cost to students extends well beyond reading performance. The effects are often emotional, behavioral, and cumulative. Children with dyslexia may experience anxiety, embarrassment, frustration, and a growing sense of failure when their struggles are misunderstood.”

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Someone You Should Know: Teaching kids about dyslexia

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Evian Johnson, or Evie, is one of the candidates for Miss Teen South Dakota.

“I’m trying to beat my goals of last year. I’ve spoken to a lot of classrooms all over our state,” said Evian.

The Brookings High School senior is still doing that, where she reads books that have a common theme: dyslexia.

Something she was diagnosed with dyslexia at a young age.

“I couldn’t read. The best my words moved like this in a wave. I could read the really big words. My favorite word to say is gluteus maximus, which is butt. I could read that as a little kid, but I couldn’t read the words at or the. My brain couldn’t comprehend those words, and it made me feel different in a bad way,” said Evian.

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Georgia special education disputes surge as parents take legal action

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More parents are taking legal action against Georgia school districts over special education disputes, with cases often involving school officials accused of not following the law by allegedly failing to provide necessary resources for children.

The numbers tell the story. According to the Georgia Department of Education, due process hearing requests — which ask a mediator to formally decide whether a school violated special education law — have surged 141% over the past five years. The first two months of 2026 alone saw 111 hearings requested, nearly double all of 2021, which had 73 total.

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Disadvantaged pupils with SEND effectively shut out of high performing schools

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A new report, Selective Inclusion, from the Sutton Trust highlights the growing link between special educational needs and disabilities (SEND) and socio-economic disadvantage in school admissions and highlights the scale of change needed if the Government is to deliver its vision for more children with SEND to be educated in mainstream schools.

The research shows that the highest-attaining schools admit just half as many disadvantaged pupils with SEND as the average comprehensive, and 35% fewer than live in their own catchment areas. Yet pupils with SEND who are not eligible for free school meals are not under-represented, underlining the role that disadvantage plays in who gets access to opportunity.

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Dyslexia Risk Screening in Kindergarten Schools

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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.

See more HERE

See more HERE