Screening Portuguese students at risk for dyslexia with curriculum-based measurement-Maze
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In Portugal the field of Specific Learning Disabilities is characterized by a lack of a technically adequate system of school-wide screening and progress monitoring (Martins, 2006). Emphasis on the need of this system has increased as a result of national research (i.e., Mourão, 2011; Patrão, 2010) within the context of a Multi-level Prevention System. Additionally, Portuguese educational theorists who teach, research, conduct clinics, and write about specific learning disabilities, also documented this need (Martins, 2006).
This poster aims to analyze the use of progress measurement in reading as a universal school screening system for students at risk of developing Dyslexia in the third and forth years grade of primary school. Was carried out in the context of the first level of a Response to Intervention Model. We highlight the course of the students considered at risk in the different monitoring carried out with CBM–Maze probe.A quantitative research was carried out within a sample of 82 students from a School Cluster in the north of Portugal. Data was collected using a CBM Maze probe three times a year and analyzed by descriptive and inferential statistics. Students considered at risk were those with results below the 20th percentile. Our findings / conclusions are: a) Ten students were considered at reading risk throughout the whole school year; b) At the end of the fourth year eight students remain at risk; c) The mean results from students who were never at risk was significantly higher (M=18.91; DP=4.732) than the mean results from those of students who have been at risk throughout the third year (M=8.30; DP=1.703); d) the weekly growth throughout the year of students who were never at risk was significantly higher (.32) than the growth rate of students who were at risk throughout the whole year (.18).
