{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,24]],"date-time":"2026-03-24T15:54:21Z","timestamp":1774367661957,"version":"3.50.1"},"reference-count":41,"publisher":"American Medical Association (AMA)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JAMA Netw Open"],"abstract":"\n Importance<\/jats:title>\n Pediatric primary care offers a unique opportunity for early dyslexia screening, yet validated prereading measures capturing the full spectrum of developmental risk are absent from standard assessments, representing a critical gap in preventive care. Establishing predictive validity of these measures is essential before clinical implementation.<\/jats:p>\n <\/jats:sec>\n \n Objective<\/jats:title>\n To examine whether and to what extent deficits in 4 cognitive-linguistic domains in kindergarten estimate risk for both early-emerging (grade 1) and late-emerging (grade 4) dyslexia.<\/jats:p>\n <\/jats:sec>\n \n Design, Setting, and Participants<\/jats:title>\n This prospective longitudinal cohort study was conducted at 128 kindergartens and 60 public elementary schools representing diverse socioeconomic backgrounds in northern Israel from May 2019 to June 2023. Hebrew-speaking children who demonstrated age-appropriate nonverbal abilities (as assessed with the Raven Progressive Matrices) were included.<\/jats:p>\n <\/jats:sec>\n \n Exposures<\/jats:title>\n Exposures included 4 cognitive-linguistic measures, (1) phonological awareness, (2) rapid automatized naming, (3) letter knowledge, and (4) morphological awareness, assessed in kindergarten (May to June 2019).<\/jats:p>\n <\/jats:sec>\n \n Main Outcomes and Measures<\/jats:title>\n The primary outcome was dyslexia risk in grades 1 (January to March 2020) and 4 (February to June 2023), defined as word-reading fluency at or below the 10th percentile. Cognitive-linguistic and word-reading fluency composite scores were computed by averaging raw scores from 2 to 3 tasks. Logistic regression was used to estimate associations of cognitive-linguistic measures with dyslexia risk, which were expressed as odds ratios (ORs) with 95% CIs.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n Among 515 Hebrew-speaking children (285 girls [55.3%]; mean [SD] age, 5.9 [0.4] years), kindergarten deficits in letter knowledge (OR, 4.75; 95% CI, 2.04-11.04;\n P<\/jats:italic>\n \u2009&amp;lt;\u2009.001) and phonological awareness (OR, 4.17; 95% CI, 2.05-8.47;\n P<\/jats:italic>\n \u2009&amp;lt;\u2009.001) were associated with a 4- to 5-fold increased risk of dyslexia in grade 1. Deficits in letter knowledge (OR, 3.57; 95% CI, 1.53-8.31;\n P<\/jats:italic>\n \u2009=\u2009.003), morphological awareness (OR, 2.56; 95% CI, 1.09-5.97;\n P<\/jats:italic>\n \u2009=\u2009.03), and rapid automatized naming (OR, 2.39; 95% CI, 1.05-5.43;\n P<\/jats:italic>\n \u2009=\u2009.04) were associated with a 2.4- to 3.6-fold increased risk of dyslexia in grade 4, independently of grade 1 risk (OR, 4.98; 95% CI, 2.22-11.13;\n P<\/jats:italic>\n \u2009&amp;lt;\u2009.001).\n <\/jats:p>\n <\/jats:sec>\n \n Conclusions and Relevance<\/jats:title>\n In this cohort study of 515 children followed from kindergarten through grades 1 and 4, distinct patterns of cognitive-linguistic deficits in kindergarten were associated with 2- to 5-fold increased risk for early- and late-emerging dyslexia. These findings provide a foundational evidence base to support the integration of developmentally sensitive screening into pediatric surveillance frameworks, facilitating early identification and a shift from reactive to preventive care, including for children at risk of late-emerging dyslexia.<\/jats:p>\n <\/jats:sec>","DOI":"10.1001\/jamanetworkopen.2026.3036","type":"journal-article","created":{"date-parts":[[2026,3,24]],"date-time":"2026-03-24T15:00:20Z","timestamp":1774364420000},"page":"e263036","source":"Crossref","is-referenced-by-count":0,"title":["Kindergarten Screening for Early (Grade 1) and Late-Emerging (Grade 4) Dyslexia Risk"],"prefix":"10.1001","volume":"9","author":[{"given":"Rotem","family":"Yinon","sequence":"first","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dana","family":"Tal","sequence":"additional","affiliation":[{"name":"Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Shelley","family":"Shaul-Millear","sequence":"additional","affiliation":[{"name":"Edmond J. 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Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel"},{"name":"The Herta & Paul Amir School of Medicine, University of Haifa, Haifa, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"10","published-online":{"date-parts":[[2026,3,24]]},"reference":[{"issue":"5","key":"zoi260125r1","doi-asserted-by":"publisher","first-page":"407","DOI":"10.1001\/jamapediatrics.2020.0059","article-title":"Literacy as a core domain of child development and health.","volume":"174","author":"Klass","year":"2020","journal-title":"JAMA Pediatr"},{"issue":"1","key":"zoi260125r2","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2019-3046","article-title":"Reintroducing dyslexia: early identification and implications for pediatric 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