Assessing early dyslexia screening using the Rasch model for secondary school students
Early identification of dyslexia is crucial for mitigating academic challenges and ensuring timely interventions for students at risk. The existing research fails to resolve the psychometric issues for the screening instrument developed. Consequently, this study evaluates the psychometric properties of an early dyslexia screening instrument for secondary school students using the Rasch Measurement Model.
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Reading Struggles Are Not a Measure of Effort
Adaptive Learning Platform for Dyslexic Students
Adaptive learning systems are a significant area of research in personalized education, especially for students with dyslexia, as structured and responsive instructional support can greatly enhance learning outcomes. Many conventional rule-based methodologies are not readily adaptable for personalized instruction or real-time modification. To overcome this limitation, this paper introduces a lightweight adaptive learning system that utilizes a machine learning model to produce instructional recommendations. The system employs a Decision Tree Classifier trained on structured quiz-response features to assess a learner’s proficiency and recommend the most appropriate learning stages. The platform is not meant to be a diagnostic tool; instead, it is meant to be a post-identification instructional support system.
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Language-based screeners may miss kids who struggle to read due to visual-processing issues
Reading difficulties, like dyslexia, are common and often affect achievement and outcomes during school and later in life. A new study, published in Current Biology, reports that current methods used to test for reading disabilities in young children may be missing a certain subgroup of children whose reading issues stem from visual-processing difficulties.
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Dyslexia recommendations are ‘practical, proportionate and achievable’ – Manx Radio
A long-awaited dyslexia report has been received by Tynwald and its recommendations approved.
It was the final document from the Tynwald Select Committee on Dyslexia, Dyscalculia, Dyspraxia, and Dysgraphia.
The committee was formed following a Tynwald Petition for Redress, and its final report followed 18 months of evidence gathering involving families, educators, professionals, and government representatives.
The report had been under the spotlight in recent weeks after the Council of Ministers accepted just two of the committee’s 12 recommendations.
Read it HERE