Dyslexia in the Dual-Language Classroom: When Can We Detect the Risk for Spanish Speakers?

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Abstract

This study investigated the use of a Spanish language formative assessment for reading as a screener for dyslexia in a dual language program. Data were collected at a large school district that uses a one-way dual language model. Students were assessed for their reading progress in Spanish beginning in kindergarten. We explored mean differences in the overall and subtest scores for students who had been identified with dyslexia by the end of third grade, and those that were typically developing. Differences were evident as early as the winter of kindergarten. This research will help teachers and administrators identify students at risk earlier in their academic careers, allowing students to receive intervention before they experience reading failure.

Authors

• Victoria Nevin Locke, Istation

• Chalie Patarapichayatham, Southern Methodist University