Early Identification and Intervention Strategies for Minimizing Dyslexia Risk in Children

This study investigates early identification and intervention strategies for minimizing the risk of dyslexia in children, with a focus on differentiating between good and poor achievers in early literacy development. The primary objectives are to identify early signs of dyslexia, examine the effectiveness of early intervention, and assess the long-term academic impact of these strategies. A total of 100 kindergarten children (50 boys and 50 girls) from a reputable school in Chhatrapati Sambhajinagar participated. Pre-tests using the Differential Ability Scales (DAS-II) assessed cognitive abilities, phonological processing, and pre-reading skills. The study explored how early interventions, including phonological awareness and phonemic segmentation tasks, influenced literacy outcomes over time. Statistical analysis using t-tests revealed significant differences between high-performing and low-performing achievers in terms of differential ability, with high achievers demonstrating better phonological processing skills. Early intervention strategies were found to improve literacy outcomes, particularly for poor achievers, and help close achievement gaps. The findings underscore the importance of early identification and targeted interventions in mitigating the risk of dyslexia, supporting both academic and behavioral development in at-risk children.