Screening Test for Dyslexic Behavior in Children Aged 5–8 Years [TIDBCA-10]

Instrument Description

The Screening Test for Dyslexic Behavior in Children Aged 5–8 Years is designed for the early identification of preschool and early school-age children who may show signs or tendencies associated with dyslexic behavior. The assessment is based on predictive factors related to the development and acquisition of written language skills.

Aim

The primary aim of the instrument is to identify and classify children aged 5–8 years who may be at risk of developing difficulties related to reading and writing. It functions as an early screening tool that can support the recognition of children who may require further assessment.

Structure and Areas Assessed

The test evaluates several skills considered important for the development of written language. According to the available material, these include phonological awareness, fine motor skills, visual and auditory memory, and attention. These areas are assessed through separate subtests.

Scoring

Each subtest is scored separately. Raw scores are converted into standard scores according to six-month age intervals for children ranging from 60 to 96 months of age. This allows each child’s performance to be interpreted in relation to age-specific norms.

Standardization Sample

The instrument was standardized on a sample of 925 children attending kindergartens and primary schools in the Attica region. Of these, 448 children were aged 5–6 years and 477 were aged 6–8 years. Separate norms are used for preschool and early school-age children.

Validity and Reliability

Evidence for validity includes content validity, comparative validity, and construct validity. Internal consistency was reported as high, with Cronbach’s α = 0.85 for preschool children and α = 0.87 for school-age children.

Applications

The instrument can be used in educational, research, and assessment settings for the early detection of difficulties associated with dyslexia and written language development. Its results may help identify children who could benefit from more comprehensive diagnostic assessment and appropriate educational support.