Design and validation of a scale for the identification of dyslexia at the beginning of Primary Education

Abstract

Dyslexia is a specific learning disorder with a neurobiological basis that affects a significant percentage of students. However, there are no known validated instruments that contribute to the early identification of this problem, which makes educational intervention difficult. The purpose of this work has been to develop and validate a scale of risk indicators for dyslexia at the beginning of the Primary Education stage (EIRD-EP) in order to favor the detection of this learning problem in the first moments in the that manifests There was the participation of 458 Primary Education teachers from different public and concerted educational centers. The validity of the questionnaire was carried out through content validity together with an exploratory factorial analysis with half of the sample that indicated a four-factor structure, later a confirmatory factorial analysis was carried out with the other half of the sample that demonstrated a four-factor structure. proper model fit. The results show that the instrument can be used by education professionals to identify students who are at risk of presenting dyslexia.