Integrated Neurocognitive and Reading Biomarkers for Early Detection of Dyslexia Risk in Education

Overview

Approximately 5-10% of students experience dyslexia[1], a neurodevelopmental reading disorder often identified after prolonged difficulties in reading development[2]. Standard screening approaches mainly focus on observable outcomes, such as decoding and fluency, which do not fully reflect underlying cognitive processes involved in literacy development. To address this limitation, reading performance was examined using a digital system that integrated eye-movement patterns, reading time, subjective measures of reading difficulty, and overall reading comprehension to build a profile of reading behaviour. Results indicated that combining timing, comprehension, and gaze measures produces distinct reading behaviour patterns across students. The system was designed as a classroom-deployable screening protocol that integrates behavioural and process-level indicators to support early identification of reading difficulties amoung students. Research in dyslexia suggests that early intervention can strengthen neural systems involved in reading[3], emphasizing that early detection can improve the effectiveness of educational support for struggling readers.

Awards (1)

• Selected for CWSF 2026

Competition history

• CWSF 2026 Disease & Illness

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