Method (Model) for the Re-Education of Preschool Children with Suspected Dyslexic Behavior [MRCSDBPA-20]

Brief Description

The Method (Model) for the Re-Education of Preschool Children with Suspected Dyslexic Behavior [MRCSDBPA-20] is a structured framework of exercises designed to support preschool children who present signs or suspected patterns of dyslexic behavior.

The model is organized into four main areas:

Psychomotor Skills – Laterality: includes activities related to motor coordination, orientation, and the development of laterality.

Phonology: focuses on exercises involving phonological processing and the discrimination of speech sounds.

Pre-Reading: includes activities aimed at developing skills that precede formal reading acquisition.

Pre-Writing: includes activities that support the development of skills required before systematic writing instruction.

Each area consists of 20 exercises, arranged according to increasing levels of difficulty. This graded structure allows the child’s performance to be observed across different levels of task demand.

Aim

The primary aim of the model is the early re-education and support of preschool children with suspected dyslexic behavior.

Its application is intended to strengthen cognitive, language-related, perceptual-motor, and early learning skills, with the broader goal of preparing the child more effectively for the demands of formal schooling.

The model also seeks to support a smoother transition from preschool to primary school through systematic practice in skills considered relevant to the early development of reading and writing.

Data Analysis and Use

Data obtained from the child’s performance across the four areas can be used for the identification and recording of early signs associated with dyslexic behavior.

Analysis of performance can help identify areas in which the child experiences greater difficulty, as well as skills that appear to be more developed.

The resulting information may be used to support:

• the development of individualized re-education programs,
• the organization of group interventions,
• the selection of exercises according to the child’s needs,
• and the monitoring of progress over time.

Repeated administration of appropriate activities may also provide a more systematic picture of the child’s response to intervention.

Scoring

Each exercise is assessed individually and according to the domain to which it belongs.

Scoring may be based on:

Dichotomous recording, such as successful or unsuccessful completion of the exercise,

or

Graded performance assessment, in which the child’s performance is evaluated across several levels according to the quality or degree of task completion.

Combining results across the individual exercises may contribute to the development of a more comprehensive profile of the child’s learning needs and areas requiring additional support.

Applications

The model may be used in preschool, educational, and special education settings when there is a need to investigate and strengthen skills related to early learning development.

It may be particularly useful for organizing interventions targeting psychomotor skills, laterality, phonological processing, pre-reading, and pre-writing abilities.

The results are best interpreted as part of a broader educational and developmental assessment rather than as a stand-alone diagnostic criterion.

Reference

Stavrou, L., & Anagnostopoulou, A. Method (Model) for the Re-Education of Preschool Children with Suspected Dyslexic Behavior, p. 879.