Early intervention or additional direct instruction should begin as early as pre-school or as soon as it is identified that a child has difficulty in learning.  Delay in taking early intervention may compound the problem to include psychological and psychosocial issues like bevahiour problem and low self-esteem.

We emphasize for early identification and intervention. 

A detailed assessment focus on identifying dyslexia difficulties and other specific learning difficulties that may co-occur with dyslexia

Assessment tools used at DOK

  • Locally development by KISE
  • Orton Gillingham Based Assessment,
  • Aston Index: A classroom Test for screening and diagnosis of Language
  • Pro-PA Test (phonological awareness)

The assessment includes the following components

  • Evaluation of dyslexia involves collecting information about birth history, family history and child development,
  • comprehensive assessment of cognitive abilities, e.g., verbal skills, memory;
  • assessment and detailed analysis of literacy and phonological skills, including timed tests of reading comprehension and of writing;
  • consideration of any emotional problems related to the dyslexic difficulties;
  • an appraisal of strengths and coping strategies;

The assessment report is written in a clear simple language for all concerned to easily understand and general recommendations for further assessment, help and support are given

The Best Time to Assess

educational research demonstrating that appropriate early intervention, provided in kindergarten through third grade three, is very effective in closing the gap for struggling readers.  Early intervention or additional direct instruction should begin as early as kindergarten or first grade for struggling readers when the gap is small and students benefit from brain plasticity advantages for learning language-based information. When a student is not achieving at an average rate, additional instruction (e.g., an additional hour of direct instruction for grades one through three) may be provided immediately to help them catch up. Student progress must be monitored using reliable and valid progress monitoring measures to be sure the gap is closing.  Analysis of data must drive all school team decisions about a student’s program and learning profile.