Exploring early identification and language based reading disability in preschool children

Background: Language-based learning disabilities (LBLD) refers to a spectrum of neurodevelopmental-associated disorders that are characterized by cognitive and behavioral differences in comprehending, processing and utilizing spoken and/or written language(ASHA,2023).Preschool teachers are vital in identifying language difficulties during preschool phase. By wielding sensitive screening tools, they become the first part to screen Specific Language Disability (SLD). Early detection through preschool teacher is paramount, enabling timely intervention and enhanced support. Aim: 1) Early identification of language-based reading problems in preschool. Method: A online Screening Checklist "Early Identification of Language-Based Reading Disability" (Catts) was administered by 2 preschool teachers on 48 preschool children, This 10-15 minute assessment of seven key areas in potential reading difficulties was completed on children confirmed who are typically developing using the ICF checklist. Outcome and result: Preschool screening identified comprehension and speech perception/production as the most common weaknesses among the tested several domains. Through these screenings, preschool teachers identified a significant number of students (22.91%) who are potentially at risk for learning disabilities. Conclusion: Preschool teachers can effectively identify children at risk for specific learning disabilities early on by using checklists. This allows for early intervention within mainstream classrooms before potential issues become apparent.