Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years

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Abstract
The concept of early ‘efforts’ has led to discussions for and against introducing language assessment for all kindergarten children. Evidence‐based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental dyslexia could predict school marks of literacy competence 10 years later, and to see whether these screening tools would reveal different dyslexia trajectories. The study is part of the Bergen Longitudinal Dyslexia Study, and the results from individual testing are reported elsewhere. Here, the caregivers' views isolated from the rest of the study are focused. Three tools were used: the RI‐5, a questionnaire assessing the risk of dyslexia; the TRAS, a non‐standardized observation tool of children's communication skills; and the CCC‐2, a questionnaire assessing Developmental Language Disorders. Screening was performed at age 5 (TP1), age 11, (TP2) and age 15 (TP3). At TP2, when dyslexia was identified, 13 children formed the dyslexia group, and the rest formed the control group. At TP3, the RI‐5 and CCC‐2 turned out to be predictive of literacy competence as measured by school marks. Developmental trajectories were seen through the regroupings and scorings into a persistent group, a late onset group and a resolving group. Evidence‐based preschool screening tools filled out by close caregivers offer valid information on later literacy developmental trajectories.

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