Download the Dyslexia Toolkit white-paper for a detailed insight into how our range of resources support screening, identification, intervention, and progress monitoring.
Easily and efficiently screen individuals or groups for Dyslexia
The Shaywitz DyslexiaScreen is an efficient, reliable, and user-friendly Dyslexia screening tool for children 5 years to 7 years 11 months of age who may be at risk for having Dyslexia. Created by Dr. Sally Shaywitz, a global leader in Dyslexia, it emphasizes phonological, linguistic, and academic performance based on teacher observations, all in just a couple of minutes per student—as opposed to other measures which take up precious instructional time.
Features and benefits of the Shaywitz DyslexiaScreen:
- Quickly and easily identifies Dyslexia risk
- Developed specifically for young students
- Administration takes less than 5 minutes per student
- Allows teachers to screen individuals or groups
- Easy to use, teacher-friendly rating scale
- Digital administration, scoring, and reporting via Q-global
The Shaywitz DyslexiaScreen is only available using Q-global, Pearson's secure web-based scoring and reporting platform that is accessible from any computer connected to the Internet. Additional information regarding Q-global technical requirements can be found on our Q-global page. Screener Frequently Asked Questions (FAQs) are found in the About the Shaywitz DyslexiaScreen.pdf in the Q-global Resource Library.
Content & Administration
Everything is available in one location on Q-global®, a secure online administration, scoring, and reporting system.
The Shaywitz DyslexiaScreen offers two forms:
- Form 1 is for teachers of students ages 5 years to 6 years, 11 months in pre-school and consists of 10 items.
- Form 2 is for teachers of students ages 6 years to 7 years, 11 months in Year 2 and consists of 12 items.
A teacher completing Shaywitz DyslexiaScreen Form 1 or Form 2 is expected to rate statements regarding a student's language and academic behaviours based on how frequently he or she demonstrates each behaviour.
The results of these ratings generate two reports:
- An Individual Report that includes student's standard demographic information, risk level, and an interpretive statement.
- A Group Report that includes all students' raw scores and risk levels listed by examinee ID or Last Name.
The results of the Shaywitz DyslexiaScreen for a particular student include a simple classification of At Risk for Dyslexia or Not At Risk for Dyslexia. This classification makes it easy for teachers and other professionals to interpret and communicate results.
NB The Group Report is automatically available, once the Individual Reports have been generated.
There are no additional Q-global inventories required to run this report. Data will be taken from the individual reports already generated.
The Shaywitz DyslexiaScreen was normed as part of the Connecticut Longitudinal Study that Dr. Shaywitz began in 1983. Dr. Shaywitz continues to follow 80% of the individuals included in the Connecticut Longitudinal Study.
As explained in an article by Ferrer et al. (2015), the purpose of the Connecticut Longitudinal Study was to determine if cognitive and academic differences are evident between students with dyslexia and their typically developing peers as early as first grade and if so, whether the trajectory of these differences increases or decreases from Grades 1 through 12.
The sample of students was followed prospectively and longitudinally from school entry into early adulthood for the purpose of studying the development of reading, learning, and attention (Ferrer et al., 2007; Ferrer et al., 2010; Ferrer et al., 2015; Shaywitz et al., 1995; Shaywitz, Fletcher, Holahan, & Shaywitz, 1992; Shaywitz et al., 1999; Shaywitz, Shaywitz, Fletcher, & Escobar, 1990).
Results indicated that the achievement gap between students with and without dyslexia is evident in year 2 and persists into adolescence, providing a strong impetus for identifying young children at risk for dyslexia and beginning intervention programs as early as possible (Ferrer et al., 2015).