Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen.
Saved in:
| Title: | Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen. |
|---|---|
| Authors: | Miciak, Jeremy (AUTHOR), Walters, Mallory (AUTHOR), Taylor, W. Pat (AUTHOR), Francis, David J. (AUTHOR), Fletcher, Jack M. (AUTHOR) |
| Source: | Annals of Dyslexia. Apr2026, Vol. 76 Issue 1, p29-49. 21p. |
| Subjects: | Predictive validity, False positive error, Early intervention (Education), Psychometrics, Struggling readers, People with dyslexia |
| Abstract: | Accurate processes to identify individual risk for dyslexia are needed to identify students who require intensive interventions and prevent text reading difficulties. The Shaywitz DyslexiaScreen (SDS) is a teacher rating tool available for use in schools and clinics to screen for dyslexia risk. In this pre-registered study, we evaluated the stability and accuracy of a prototype of the SDS administered in fall of Kindergarten, 1st, and 2nd Grades for predicting reading difficulties at the end of 1st and 2nd Grades with a sample of 683 students tracked across these grades. Paired comparisons of teacher ratings on the SDS K–2nd Grades demonstrated moderate overall stability, but stability for at-risk students was much lower and approximately two in three students changed risk category once across the 3 years. The SDS identified a high percentage of truly at-risk students (sensitivity range.63–1.0). However, the SDS yielded a high number of false positives (PPV range.17–.47). When thresholds for risk were optimized for this sample, the SDS performed comparably with other candidate screening measures. We conclude that risk screening based on current SDS norms would result in large numbers of students receiving unnecessary interventions. Additional research on the technical adequacy of the SDS, including the potential for bias, is necessary before it can be considered an evidence-based tool. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 193308792 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Miciak%2C+Jeremy%22">Miciak, Jeremy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Walters%2C+Mallory%22">Walters, Mallory</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Taylor%2C+W%2E+Pat%22">Taylor, W. Pat</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Francis%2C+David+J%2E%22">Francis, David J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fletcher%2C+Jack+M%2E%22">Fletcher, Jack M.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Apr2026, Vol. 76 Issue 1, p29-49. 21p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Predictive+validity%22">Predictive validity</searchLink><br /><searchLink fieldCode="DE" term="%22False+positive+error%22">False positive error</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+dyslexia%22">People with dyslexia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Accurate processes to identify individual risk for dyslexia are needed to identify students who require intensive interventions and prevent text reading difficulties. The Shaywitz DyslexiaScreen (SDS) is a teacher rating tool available for use in schools and clinics to screen for dyslexia risk. In this pre-registered study, we evaluated the stability and accuracy of a prototype of the SDS administered in fall of Kindergarten, 1st, and 2nd Grades for predicting reading difficulties at the end of 1st and 2nd Grades with a sample of 683 students tracked across these grades. Paired comparisons of teacher ratings on the SDS K–2nd Grades demonstrated moderate overall stability, but stability for at-risk students was much lower and approximately two in three students changed risk category once across the 3 years. The SDS identified a high percentage of truly at-risk students (sensitivity range.63–1.0). However, the SDS yielded a high number of false positives (PPV range.17–.47). When thresholds for risk were optimized for this sample, the SDS performed comparably with other candidate screening measures. We conclude that risk screening based on current SDS norms would result in large numbers of students receiving unnecessary interventions. Additional research on the technical adequacy of the SDS, including the potential for bias, is necessary before it can be considered an evidence-based tool. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193308792 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11881-025-00346-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 29 Subjects: – SubjectFull: Predictive validity Type: general – SubjectFull: False positive error Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: People with dyslexia Type: general Titles: – TitleFull: Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Miciak, Jeremy – PersonEntity: Name: NameFull: Walters, Mallory – PersonEntity: Name: NameFull: Taylor, W. Pat – PersonEntity: Name: NameFull: Francis, David J. – PersonEntity: Name: NameFull: Fletcher, Jack M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07369387 Numbering: – Type: volume Value: 76 – Type: issue Value: 1 Titles: – TitleFull: Annals of Dyslexia Type: main |
| ResultId | 1 |
