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This study critically examines the identification of dyslexia in Greek primary schools and proposes strategies to address the issue. Dyslexia, a neurological learning disability affecting reading skills, is estimated to impact 5-10% of children in Greece. However, timely diagnosis is often hindered by the lack of culturally appropriate assessment tools, inadequate teacher training, societal stigma, and systemic barriers within the Greek educational framework. It highlights the importance of early identification and intervention, as prompt support can significantly enhance academic and emotional outcomes for dyslexic students. Comprehensive teacher training programs on recognising dyslexia indicators, assessment referrals, and evidence-based intervention strategies are advocated. Additionally, the development and validation of dyslexia assessment tools tailored to the Greek linguistic context are emphasised as crucial for accurate diagnosis. The need for public awareness campaigns to destigmatise dyslexia and promote a supportive societal understanding is stressed. Collaborative frameworks involving educators, specialists, and parents are recommended to optimise support structures. Furthermore, the implementation of Response to Intervention (RTI) frameworks and universal screening procedures is proposed to facilitate early identification and data-driven, tiered interventions. Ultimately, a concerted effort from all stakeholders, including educational reforms, teacher training, culturally sensitive assessments, and ongoing research, is called for to enable the timely identification and equitable support of dyslexic students in the Greek educational landscape. Keywords: Early Dyslexia; Response to Intervention; Primary School; Educational Psychology; Greece
Kostaras et al. (Sat,) studied this question.