Diseño y validación de una escala para la detección de las dificultades específicas de aprendizaje de la lectura en estudiantes de entre 6-10 años

Recent research has confirmed that the most effective educational interventions occur at an early age. This highlights the importance of early detection in preventing academic problems, particularly regarding core learning skills such as reading. However, there are currently no validated instruments available to early schoolteachers to help them identify reading difficulties at an early stage, which makes it difficult to implement preventive measures from the outset of teaching. This study aimed to design and validate a scale of risk indicators for specific reading difficulties to promote their identification and enable appropriate educational action. The study involved 386 educational counsellors and teachers specialising in detection, prevention, and educational intervention. The scale's validity was established through content validity, together with exploratory factor analysis on half of the sample and confirmatory factor analysis on the other half, demonstrating the model's adequate fit. The results indicate the instrument's validity, with practical implications for the detection and design of intervention programmes for students at risk of experiencing specific reading difficulties.