Early Identification of Dyslexia Symptoms in Primary School Students Through EGRA Diagnostics and Differential Approach Methodology

Abstrak

This article analyzes the issue of early detection of dyslexia symptoms in elementary school students using the Early Grade Reading Assessment (EGRA) diagnostic tool. The elementary school stage is a crucial period in the development of students' reading, writing, and speaking skills. It is during this period that the timely identification and resolution of persistent reading difficulties directly impacts subsequent educational success. The purpose of this study was to examine the feasibility of identifying dyslexia symptoms in elementary school students using the EGRA diagnostic tool and to develop a differential approach methodology based on the identified results. This study employed theoretical analysis, pedagogical observation, diagnostic assessment, and comparative analysis. Students' reading abilities were assessed using EGRA components such as phonemic awareness, letter recognition, word decoding, reading fluency, and text comprehension. The results indicate that the EGRA diagnostic tool enables early identification of individual students' reading difficulties and serves as an effective tool for teachers in selecting appropriate pedagogical strategies based on their students' needs.