Early intervention in dyslexia can narrow achievement gap

Source: University of California – Davis

Waiting as long as third grade to address a child with dyslexia is no longer acceptable according to researchers at the University of California, Davis and Yale University.

Emilio Ferrer, a psychology professor at UC Davis, states that in order to reduce the achievement gap between typical readers and those with dyslexia, intervention early on is most important in the child’s life.

A study was done comparing the ability levels of typical readers and those with dyslexia from kindergarten through 12th grade and beyond. Mr. Ferrer, the lead author of the article in The Journal of Pediatrics, along with his Yale associates, Bennett and Sally Schwartz, discovered that over the twelve plus years, the dyslexic students never caught up with the typical reader. In addition, the low reading scores that the dyslexic students had as early as first grade, exemplified that the differences in ability were evident early on, and did not develop over time.

Subsequently, the researchers determined that early intervention could help the dyslexic reader close or narrow the achievement gap. They believe that reading programs should be offered as early as preschool when children are still developing the basic foundations for reading.

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