Year: 2024
Type: article
Abstract: Early identification of dyslexia is crucial for implementing effective interventions that support affected students' academic and emotional development.The discussion is needed to explore the potential to community.However, there is very little published research on the discussion of the early dyslexia screening with the specific model of strategy-based assessment.This study explores the application of the SCORE Model, an innovative framework encompassing Strengths, Challenges, Options, Responses, and Effectiveness as a strategic approach to early dyslexia screening.The methodology used for this concept paper is a holistic assessment, the SCORE Model that not only identifies potential reading difficulties but also highlights each child's unique strengths, fostering tailored interventions that cater to individual needs.The major findings show that adopting the SCORE Model can bridge these gaps by providing actionable insights for educators and promoting a collaborative approach to intervention planning.The effectiveness of early screening is linked to ongoing progress monitoring and stakeholder engagement, ensuring that interventions remain responsive to students' evolving needs.The SCORE Model also presents a viable framework for enhancing early dyslexia screening practices, offering significant potential for improving student outcomes.The limitation on this paper can be improving by using any other model to get variety of perspectives such as SWOT, TOWS, NOISE, and SOAR.This finding has important implications for improving early identification and ensuring timely intervention, which is critical to enhancing students' learning outcomes.Future research should focus on comparative studies between the SCORE Model and other screening methods, assess the long-term impacts of early identification, and explore the role of technology in facilitating screening processes.By addressing these areas, educational stakeholders can develop more robust strategies to support students with dyslexia, ultimately leading to a more equitable educational landscape.
Institution: National University of Malaysia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
Funder: Universiti Kebangsaan Malaysia
OpenAlex ID: W4403229986