Development of a Universal Screening Test for Dyslexia for use in Pediatricians Offices Dyslexia Screening Questionnaire (DysQ) Phase II

Development of a Universal Screening Test for Dyslexia for use in Pediatricians Offices Dyslexia Screening Questionnaire (DysQ) Phase II Development of a Universal Screening Test for Dyslexia for use in Pediatricians Offices Dyslexia Screening Questionnaire (DysQ) Phase II Dyslexia is a neuro-cognitive developmental learning disorder that negatively impacts a childs ability to read words accurately and fluently despite normal intelligence, competent reading instruction, and appropriate sociocultural learning opportunities. It is characterized by specific dysfunctions in the areas of phonological processing, spelling, and/or rapid visual-verbal naming. Estimates regarding the incidence of dyslexia range from 5%-17% (Ozernov-Palchik & Gaab, 2016; Tasman et al., 2015). The estimated range of incidence is wide due in part to under-identification of dyslexia and to varying standards used for diagnosis (Ozernov-Palchik & Gaab, 2016). Short-term consequences of dyslexia include poor academic achievement, anxiety, low self-esteem, and depression (Undheim, 2011). Only 62% of students with learning disabilities, such as dyslexia graduate from high school in the U.S., with rates as low as 23% in some states (National Center for Education Statistics, 2013). Up to 50% of delinquents have dyslexia (Selenius & Hellstrm, 2015), and in juvenile delinquents the prevalence of dyslexia is reported to be as high as 57% (Snowling et al., 2000). The long-term effects of dropping out of school include limited employment opportunities, poor health outcomes (Egerter et al., 2009), and lower life expectancy (Begier, Li, & Meduro, 2013). Intervention can improve both the short-term and the long-term outcomes of children with dyslexia (Bogan, 2014), with early intervention being more effective than later intervention due to late identification (van der Leij, 2013). This proposal addresses the critical clinical challenge that many children are diagnosed with dyslexia too late to optimally benefit from intervention. Although pediatricians routinely screen for many developmental milestones, no validated screening tool is available for dyslexia in their practices and formal training in this arena is largely absent from general pediatric training programs. Instead, the general pediatric community relies on the public education system to identify children with dyslexia. Ironically, often the public education system relies on the pediatric community to facilitate the formal diagnosis of dyslexia.