According to John Alexander Groves of Groves Academy, schools are not doing a good job with assessing and identifying dyslexia at an early stage in a child’s educational development. Groves Academy conducted a study in September of 1998 in which they found that 30% of kindergarten students were at risk of developing a reading issue later on their schooling. With early intervention, a tremendous improvement was seen in the student’s performance by second grade.
Early identification in dyslexia children has positive outcomes.
Through early intervention, Groves found that the school saved a lot of money in resources because the students needed a lot less help as the moved up in their academic studies. The early intervention would cost about $73 per student per year. The students also benefited in not having to carry the stigma associated with a reading issue on throughout their academic life.
Key Takeaways:
1
Early identification is a debated topic among educators around the country. Kindergarten is a testing ground for important research endeavors by these valuable experts.
2
Monetary resources could go into the school development program as a whole. That will stir the debate and keep students going strong towards their next goal.
3
Frustration can come from the importance of early identification among students. Teachers will need to collaborate together to make a decision about the work itself.
Read the full article here:
http://www.dyslexicadvantage.org/importance-early-identification/
http://www.dyslexicadvantage.org/importance-early-identification/
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