Early Identification: Predicting Learning Disabilities and Dyslexia

Tim Shanahan

Blast from the Past: First posted on February 15, 2019 and reposted on February 10, 2023. This entry seems timely given recent legislative efforts to impose early literacy assessments aimed at identifying dyslexia. Legislatures across the country have been passing laws requiring screening and monitoring assessments. However, when you look at the states that have such legislation we're not seeing improvements in reading achievement. That reminds me that there is a very small research literature on the positive impact of early assessment on learning. Despite potential benefits of early screening, it only really helps if it leads to instructional efforts that successful address the deficiencies that are identified. Many states are supporting the increased assessment, the relatively inexpensive identification of reading problems. But there has been relatively less concern for providing the additional support needed for more extensive professional development for teachers, and extra teachers and instructional materials for targeted instruction. I suspect that we don't have more research showing learning benefits from early assessment -- not because it is so difficult to develop sound tests but because the instructional follow up is so often inadequate or lackadaisical.

Teacher question:

Prevention of dyslexia an other reading problems should be everyone’s number one priority. Why isn’t their more emphasis on the early identification of reading problems, before they have a chance to ruin children’s lives?

Shanahan response:

When I was a young teacher, I taught children with reading problems. Teachers would refer some of their students for evaluation, I would give them a test and decide who I could work with. One youngster that I added to my rolls was a first-grader.

I soon found myself chastised by the district school board for this particular decision.

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