The Importance of Early Identification in Dyslexia
Parents, particularly when their children are getting ready to begin school have so many questions based on their deep desire to give their son or daughter the best chance of succeeding in school which often means in becoming a reader. Dr. Shaywitz’ phone is never quiet; rather it is besieged by calls from worried, deeply caring parents with questions on what to do to give their child their best start in school. Often, the calls are from moms worrying about their second or third graders reading, only to be brushed off by the child’s teacher saying, “Oh, nothing to worry about. Reading problems don’t kick in until much later.” So what is a parent to do in such a situation? The answer, and what Cdoursera provides, is to know what the scientific data tell us.
Uniquely, Dr. Shaywitz is the Principal Investigator of the Connecticut Longitudinal Study (CLS) an ongoing longitudinal study of a random sample of over 400 boys and girls. The CLS began when these children were 5 years old and entering kindergarten and has now gone on continuously for four decades and has produced the contemporary scientific knowledge of dyslexia. The CLS incorporates ongoing careful measurement of the participants’ academic function, including reading, as well as their behavior and including social/emotional, family, and environmental influences on their development.
And here is a little peek at what the CLS data have shown and Coursera will show you much more. For example findings from the CLS have demonstrated that the achievement gap in reading between typical and dyslexic readers is evident as early as first grade and persists. Imagine, if it is your second grader’s reading you are worrying about and her teacher minimizes or dismisses your concerns. You now will have the upper hand—the scientific 21st century knowledge of dyslexia supporting your concerns. You are now the empowered one, armed with the scientific evidence about dyslexia. What a difference this will make. Among many areas, this Coursera course will discuss how based on these data an evidence-based, efficient and inexpensive screener is now available which identifies kindergarten, first, second and third grade children at risk for dyslexia with a high degree of accuracy, allowing for their early identification and provision of effective, evidence-based reading interventions.
This Coursera course will not only support you with the 21st century scientific knowledge of dyslexia but with a range of information in diverse areas, including about important current laws affecting eligibility for special education and accommodations your child requires and deserves, but may experience difficulties accessing.