An interpretative model of early indicators of specific developmental dyslexia in preschool age: A comparative presentation of three studies in Greece

Teste para Identificação de Sinais de Dislexia: processo de construção

“…From the literature review conducted in Phase 1 the following productions were identified: (a) "An interpretative model of early indicators of specific developmental dyslexia in preschool age: A comparative presentation of three studies in Greece" (Zakopoulou et al, 2011); (b) "Assessing college-level learning difficulties and "at riskness" for learning disabilities and ADHD: Development and validation of the learning difficulties assessment" (Kane, Walker, & Schmidt, 2011); (c) "Development of pedagogic tools to identify students at risk for dyslexia" (Andrade, Prado, & Capellini, 2011) (Nicolson & Fawcett, 2003); (I) "An evaluation of the psychometric properties of the test of dyslexia and dysgraphia" (Cox, 2002); (j) "Brazilian adaptation of the IDT" (Capovilla et al, 2001); (k) "Exploratory testing of specific dyslexia" (Condemarin & Blomquist, 1989). …”

Screening Tools for Kindergarten Children

“…The Early identification of Dyslexia Test should be performed by someone who knows and strictly adheres to the instructions for giving it, so as not to create anxiety and insecurity from the subject, to understand the information requested so that the child to respond exactly to what is being asked, and not to distort the aim and content of the measuring tool. The test is given individually, with an average completion time of twenty minutes and without the intervention of third parties or the use of materials other than those provided by the test package [20].…”

ICTs and Special Education in Kindergarten

“…Therefore, it is imperative to organize and implement systematic intervention methods in kindergarten age before these difficulties turn into specific symptoms of dyslexia in primary school, thus, losing valuable time to support the children who need it [34] . Helping children with learning difficulties has been a major concern of educational practice and so recent developments use ICT applications in order to support the learning needs of children at risk of dyslexia [35] .…”

“…According to a recent study the early indicators of developmental dyslexia in the kindergarten age are the psychomotor ability (body shape, laterality, spatio-temporal orientation, classification, temporal sequence, graphomotor ability), neuro-physiological development and cognitive mechanisms (auditory and visual perception, shortterm memory), the phonological awareness (recognition/perception/discrimination/processing of phonemes and graphemes), and the pre-reading and pre-writing skills [34] . "European Association of Dyslexia" estimates that 10% of population is suffering from dyslexia and only 30% of dyslexic children are identified before starting school or during the first academic year [3].…”

“…Indeed, Snowling [37] also suggests that with appropriate intervention, children with average oral comprehension skills and classic dyslexia symptoms, and also children with specific learning impairments in both oral and written comprehension, should be able to respond to appropriate teaching interventions, and become relatively normal readers. Finally, as Zakopoulou et al [34] report the detection of specific factors of the developmental dyslexia at an early stage, and the identification of the role of those factors responsible for its manifestation, is a fundamental area of study on dyslexia in the recent literature.…”