Gaab Lab Early Literacy Assessment/Screener List
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Last Updated 3/1/2021
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DISCLAIMER: The assessments/screeners for dyslexia risk and early literacy milestones provided in this sheet are a compilation of "every literacy and dyslexia screener out there" that the research team could find. It is our best attempt at a comprehensive list. If you know of an early literacy assessment or screener that you think we should add to this list, or if you believe that any of the information in this sheet is inaccurate, please reach out to us at gaablab@gse.harvard.edu. We are updating the list constantly. Please be aware that this is not a list of recommended screeners. There are several helpful tools that will help you to determine which screener is best for your school or school district. We listed these tools below.
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This table was created by the research teams at the Gaab lab at Boston Children's Hospital and the Gabrieli lab at MIT. (Thank you to Ola Ozernov-Palchik, Michelle Gonzalez, Lindsay Hillyer, Carolyn King, Jeff Dieffenbach, John Gabrieli & Nadine Gaab)
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This list is currently maintained by gaablab@gse.harvard.edu. Please see www.gaablab.com.
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Please read the instructions and further resources below BEFORE you review the list. This is not a list of recommended screeners, as it contains screeners without any evidence behind them (for comparison purposes). You will need to determine which screener is best for your school or district using the suggested tools below.
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Please do not download our screener list. We frequently make changes to update and improve our content.
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We recommend using the National Center on Intensive Intervention (NCII) Academic Screening Tools Chart to evaluate the scientific evidence of available screeners. You can access this chart here: https://charts.intensiveintervention.org/chart/academic-screening. The purpose of this current list is to give you an overview about ALL screeners so you can compare various screeners since not all screeners are on the Tools Chart (they only review screeners which were directly submitted for evaluation). The Toolschart from NCII will help you to determine a GOOD screener for your school district or school.
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A few helpful recommendations:
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Teacher ratings of children’s early literacy development can be inaccurate and cannot provide a comprehensive understanding of a child’s risk for later reading difficulties. Thus, these types of “survey” assessments should not be used as the sole means of identifying struggling readers in the classroom, but rather could be used to complement direct assessment. Please see Martin & Shapiro, 2011; Graney, 2008; Cabell et al., 2009 for more information.
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The following list does not constitute explicit reccomendations for which early literacy screener or assessment to use in your classroom. There is not one screener that fits all schools or school districts. Please take a look at this document that will help you to determine a good screener: https://improvingliteracy.org/whitepaper/screening-dyslexia
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Please also take a look at these helpful resources that will help you to determine which screener is best for your school or school district:
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OVERALL SCREENING: https://improvingliteracy.org/brief/understanding-screening-overall-screening-and-assessment
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UNDERSTANDING SCREENING BIAS https://improvingliteracy.org/brief/understanding-screening-bias
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UNDERSTANDING CLASSIFICATION ACCURACY https://improvingliteracy.org/brief/understanding-screening-classification-accuracy
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UNDERSTANDING SCREENING: RELIABILITY https://improvingliteracy.org/brief/understanding-screening-reliability
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UNDERSTANDING SCREENING: VALIDITY https://improvingliteracy.org/brief/understanding-screening-validity
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UNDERSTANDING SAMPLE REPRESENTATIVENESS https://improvingliteracy.org/brief/understanding-screening-sample-representativeness
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Additional Resources:
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https://improvingliteracy.org/brief
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Please see this list by Dr. Yaacov Petscher that outlines important factors when considering a screener: https://psyarxiv.com/vukt2
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Helpful information about the screening process and how to select a screener: https://tea.texas.gov/academics/dyslexia/
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Helpful information on screening: https://dyslexiaida.org/universal-screening-k-2-reading/
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We further recommend eight key characteristics when determining an optimal screening battery for an individual classroom, school, or district. The first letters of these characteristics spell the acronym SCREENED:
For more information, please visit https://dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/
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Short
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Comprehensive
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Resourceful
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Early
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ESL/Dialect Inclusion
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Neurobiology/Genetics
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Evidence-based response to screening
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Developmentally appropriate
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