Authors' recommendations: By training children with dyslexia to associate speech sounds (phonemes) with letters (graphemes) in a structured way, improvements can be made in their reading comprehension, reading speed, spelling, and ability to pay attention to the language's phonetic structure (phonological awareness). Due to insufficient evidence no conclusions could be drawn regarding the usefulness of other forms of literacy training or assistive technologies (tools for support, compensate and develop reading skills such as apps in the mobile phone). Some tests may predict dyslexia even before children have been formally taught to read and write in school. For instance, rapid automatized naming (RAN), deficits in phonological awareness or letter knowledge can be detected early and may be associated with dyslexia. Benefits and potential risks of such early testing procedures have not been evaluated in this report. Interventions for children before they have begun school have not been evaluated in this report. Only few of the international diagnostic tests were scientifically evaluated. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Woodcock-Johnson Test of Achievement (WJ) have subtests that are reliable: DIBELSLetter Naming Fluency and WJ- Word Identification/Letter-Word Identification, respectively DIBELS- Nonsense Word Fluency and WJ- Letter Word Identification/comprehension are validated.

Project Status: Completed

Year Published: 2014

URL for published report: http://www.sbu.se/225e

English language abstract: An English language summary is available

Publication Type: Not Assigned

Country: Sweden

Organisation Name: Swedish Agency for Health Technology Assessment and Assessment of Social Services

Contact Address: P.O. Box 3657, SE-103 59 Stockholm, Sweden. Tel: +46 8 4123200, Fax: +46 8 4113260

Contact Name: registrator@sbu.se

Contact Email: registrator@sbu.se

Copyright: The Swedish Council on Health Technology Assessment (SBU)