Assessing early dyslexia screening using the Rasch model for secondary school students

Early identification of dyslexia is crucial for mitigating academic challenges and ensuring timely interventions for students at risk. The existing research fails to resolve the psychometric issues for the screening instrument developed. Consequently, this study evaluates the psychometric properties of an early dyslexia screening instrument for secondary school students using the Rasch Measurement Model. The quantitative approach with survey design was applied. A total of 2410 students from various secondary schools participated in the study by using cluster sampling across five different states in Malaysia. The assessment focuses on item fit, reliability, and validity to determine the instrument’s psychometric ability. The results indicate that the instrument demonstrates perfect item reliability, internal consistency based on Cronbach’s Alpha reported as 0.88, and an acceptable unidimensional structure. However, findings reveal significant gaps in identifying late-diagnosed, misdiagnosed, and late-emerging dyslexia, as the screening tool lacks sufficient high-difficulty items to assess students with stronger literacy abilities who still exhibit reading difficulties. Furthermore, the study highlights potential misdiagnosis issues due to external factors such as language barriers, socio-emotional stress, and attention-related disorders. To improve the tool’s effectiveness, adaptive screening models, differential item functioning analysis, and integration with multi-tiered support systems are recommended. Additionally, a longitudinal study approach is suggested to ensure the instrument’s long-term reliability. By refining dyslexia screening instruments, Malaysia can bridge the gap between early identification and intervention, fostering a more inclusive educational system aligned with global best practices.