Screening for (a)typical reading and spelling in primary care: vain hope or viable option?
In this study we explore whether there is a need in practice for a screening instrument to detect dyslexia early. We examine whether we can use a screening instrument to distinguish dyslexia from reading and spelling problems resulting from other circumstances such as growing up in poverty or with a multilingual upbringing.
Background
For a number of children and adolescents, (learning to) read and spell flawlessly does not succeed as well as their peers. For some it is a difficult and persistent process in the light of dyslexia. In others, it does not succeed smoothly because of other circumstances, such as a multilingual upbringing or growing up in poverty (Verpalen et al., 2018; Zhao et al., 2016). It is not always clear which signs indicate dyslexia and which do not.
There are currently no instruments in Flanders to assess who needs specialized help or for whom increased care at school is sufficient. We explore the needs in practice among all stakeholders, as well as possible solutions to ensure that everyone can develop optimally.
Method
Through this qualitative research, we explore through focus groups and in-depth interviews with all stakeholders
- whether in practice there is a need for a screener that supports professionals in their decision making
- where this instrument can be used if there is a need for it
- what this instrument should look like to detect sufficiently sensitively and specifically at-risk children, so that all children receive the right help in the right setting
Meet the team
Work with us?
Request customised research
We are happy to help you formulate your research question and approach.
