A new study indicates that there is a connection between early intervention and dyslexia, and that detecting the problem as early as age 6 can often narrow or close the achievement gap.
The research team from the University of California, Davis and Yale University found that in first grade, dyslexic readers showed lower reading scores in comparison to other first graders. They studied the readers from first through 12th grade and post graduation. Over time, in this longitudinal study, the gap did not close.
“If the persistent achievement gap between dyslexic and typical readers is to be narrowed, or even closed, reading interventions must be implemented early, when children are still developing the basic foundation for reading acquisition,” said Emilio Ferrer, a UC Davis psychology professor.
The researchers believe that the differences are not the result of problems that develop over time, but reflect differences that are already there in the first grade between dyslexic readers and those with typical reading ability.