CFD-14: detecting literacy and dyslexia risks in early and primary education DOI Creative Commons
Ana Isabel González Contreras, David Pérez‐Jorge, José-Luis Ramos-Sánchez

et al.

Humanities and Social Sciences Communications, Journal Year: 2024, Volume and Issue: 11(1)

Published: Oct. 16, 2024

This study validates the CFD-14 questionnaire, designed for families to detect early risk of literacy difficulties and dyslexia in compulsory schooling. The sample included 1385 students from preschool (5 years old) 1st 6th grade primary education, with a median age 9 two months. comprises 14 items reflecting common indicators. Its one-dimensional factorial structure was confirmed, demonstrating reliability criterion validity through five evidences: correlation questionnaire scores teacher family assessments, comparison between dyslexic group (n = 13) general sample, analysis without history difficulties, groups persistent spelling errors those without. A direct score at 90th percentile identified as objective pinpoint difficulties.

Language: Английский

Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification DOI Creative Commons

Caroline Holden,

Philip Kirby,

Margaret J. Snowling

et al.

Dyslexia, Journal Year: 2025, Volume and Issue: 31(1)

Published: Feb. 1, 2025

ABSTRACT This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement set key statements about defining identifying dyslexia: why it should be assessed how when this assessment conducted. Two rounds survey responses provided vehicle moving towards consensus on to assess dyslexia. Forty‐two ultimately accepted. Findings suggested that practice take account risks accurate identification An model, guidelines assessors, is presented, based Delphi's findings. hypothesis‐testing model requires assessors investigate weigh up factors most likely result an before reaching conclusions, assigning terminology, making recommendations intervention management.

Language: Английский

Citations

1
Dyslexia in the 21st century: revisiting the consensus definition DOI
Timothy N. Odegard, Emily A. Farris, Anna E. Middleton

et al.

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: 74(3), P. 273 - 281

Published: Sept. 11, 2024

Language: Английский

Citations

1
CFD-14: detecting literacy and dyslexia risks in early and primary education DOI Creative Commons
Ana Isabel González Contreras, David Pérez‐Jorge, José-Luis Ramos-Sánchez

et al.

Humanities and Social Sciences Communications, Journal Year: 2024, Volume and Issue: 11(1)

Published: Oct. 16, 2024

This study validates the CFD-14 questionnaire, designed for families to detect early risk of literacy difficulties and dyslexia in compulsory schooling. The sample included 1385 students from preschool (5 years old) 1st 6th grade primary education, with a median age 9 two months. comprises 14 items reflecting common indicators. Its one-dimensional factorial structure was confirmed, demonstrating reliability criterion validity through five evidences: correlation questionnaire scores teacher family assessments, comparison between dyslexic group (n = 13) general sample, analysis without history difficulties, groups persistent spelling errors those without. A direct score at 90th percentile identified as objective pinpoint difficulties.

Language: Английский

Citations

0