Dyslexia Intervention: Sooner = Better

Researchers from the University of California, Davis (UC Davis) and Yale University found that early intervention has a huge impact on students diagnosed with dyslexia. Based on their findings, the researchers say that waiting until a child is in third grade or later before diagnosing dyslexia and implementing intervention tactics is unacceptable and can have long-lasting repercussions.

The UC Davis and Yale researchers analyzed a longitudinal study conducted on students from first to 12th grade and beyond. Students who identified as dyslexic had lower reading scores as early as first grade, and over time, their reading scores never joined those of typical readers. The researchers argue this early presentation of lower reading scores reflects the need for reading intervention as early as possible.

Emilio Ferrer, a UC Davis psychology professor and the lead author of this study published in The Journal of Pediatrics, said that in order to narrow the achievement gap between typical and dyslexic readers, effective reading intervention must be implemented when students are developing the basic foundation for reading. The authors conclude this intervention should occur as early as kindergarten or even preschool.

This study builds on research previously conducted by UC Davis and others recognizing that early reading intervention programs are effective.

To read more about the study, click here.