Early prediction of reading difficulties
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Early prediction of reading difficulties

Why this research?

Why do we investigate reading and dyslexia in children?

Children show large individual significant differences in how easily they learn to read. In the Netherlands, for instance, one in twenty children faces severe dyslexia. Additionally, a large group of children experience milder reading problems. Reading problems are currently diagnosed after a child has repeatedly failed to respond adequately to reading instruction. This usually happens around the ages of 8–9, by which time the problems have already accumulated. This can also impact a child’s self-belief and motivation.

The aim of our research is to improve the early prediction of reading problems so that in the future, all children can receive the right support from the very start of learning to read.

To achieve this, we are developing a learning task where children in kindergarten and first grade (groep 2 and 3) learn new letter symbols in a game environment on a tablet. We investigate how this learning task relates to reading development, self-belief, and motivation. In this project, we closely collaborate with teachers, children, and dyslexia professionals. In tandem, researchers at VU Amsterdam will investigate how teaching practices can be tailored to this earlier prediction of reading difficulties.

In line with UNESCO’s recommendations (International Science and Evidence-based Education (ISEE) Assessment) ), our research aims to tailor education to the individual child. Instead of focusing solely on what a child can do now, we aim to determine how to optimally support their development in reading.

Do you want to know more about the brain and dyslexia?

What happens during your visit?

Project Leeskans takes place at primary schools throughout the Netherlands. We are still looking for schools to participate!

The research consists of two parts, conducted individually:

  1. A tablet game where they learn a secret language
  2. Short (language) tests on the laptop and on paper

The tasks are made for young children (groep 2/3), are not difficult, and contain fun elements.

Who is invited to participate?

We are looking for 5- and 6-year-old children who attend “eind groep 2/begin groep 3” between April and November 2025. Schools can register with us, and parents will receive an invitation letter via their school.

There will be three school visits over a period of 2–3 years, allowing us to track the reading development of participating children. This will help us understand the most effective ways to predict reading problems.

Benefits & Bilateral Exchange with Schools

For bilateral exchange and alignment with educational practices, we are collaborating with a Professional Learning Community (PLC) of education professionals. Together with the PLC, we will construct a toolkit for schools based on our research results. This toolkit will include practical and theoretical guidelines for improved early differentiation and support for children’s reading development.  

Benefits for the PLC and participating schools:

  • Direct contribution to improving early differentiation in reading development (for equal educational opportunities)
  • Co-creation and first-hand use of tools and policies focused on each child’s learning potential (beyond “thinking in boxes”)
  • A free lecture by Project Leeskans scientists
  • A fun, practical lecture about the brain for children (delivered by our project team)
  • Books for the school library
  • Books (and/or vouchers) for PLC members

We will keep schools and children informed about our results, e.g., during our Leeskans Children’s Conference in 2026–2027.

Interested or want to participate? Contact us through the “Get involved” page or email us via dyslexie@maastrichtuniversity.nl.