We gratefully acknowledge the support provided by the Programa de la Agencia Espa&#241;ola de Cooperaci&#243;n con Iberoam&#233;rica (AECI), enabling the adaptation of the technological tool Sicole-R-Primaria to the Spanish language variant of different countries within the Ibero-American space through the projects Evaluaci&#243;n de procesos cognitivos en la lectura mediante ayuda asistida a trav&#233;s de ordenador en poblaci&#243;n escolar de educaci&#243;n primaria (Assessment of Cognitive Processes in Reading through Computer-Assisted Aid in Primary School Student Population) in Guatemala (ref.: A/3877/05), Ecuador (ref.: C/030692/10), M&#233;xico (ref.: A/013941/07), and Chile (ref.: A/7548/07). Additionally, we would like to express our sincere gratitude to the Inter-American Development Bank (IDB) for their financial support toward the Ministry of Education (MEDUCA) of Panam&#225;, with the Organization of Ibero-American States for Education, Science and Culture (OEI) acting as an intermediary. This funding has enabled the adaptation of the Sicole-R for use on both computers and tablets. We are also grateful for the support provided within the framework of Program PN-L1143; 4357/OC-PN, particularly the Technical Support for Facilitator Training and Review of Educational Resources. Additionally, we extend our appreciation for the External Products and Services Contract (PEC), which is aimed at offering specialized training to facilitate the detection, identification, and early intervention of Panamanian students who may be at risk of experiencing difficulties in reading, writing, and mathematics. For all the projects mentioned above, the first author served as the principal investigator.

Computerized Dyslexia Assessment for Spanish-Speaking Children Using SICOLE-R

<ol>
	<li>World Federation of Neurology. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Report of research group on Dyslexia and world illiteracy. , (1968).</li><li>Diamanti, V., Goulandris, N., Campbell, R., Protopapas, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Dyslexia+profiles+across+orthographies+differing+in+transparency:+An+evaluation+of+theoretical+predictions+contrasting+English+and+Greek.">Dyslexia profiles across orthographies differing in transparency: An evaluation of theoretical predictions contrasting English and Greek.</a> Sci Stud Reading. 22 (1), 55-69 (2018).</li><li>Shaywitz, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Overcoming dyslexia: A new and complete science-based program for reading problems at any level. , (2003).</li><li>Heikki Lyytinen, H., Ronimus, H., Alanko, A., Poikkeus, N. M., Taanila, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Early+identification+of+dyslexia+and+the+use+of+computer+game-based+practice+to+support+reading+acquisition.">Early identification of dyslexia and the use of computer game-based practice to support reading acquisition.</a> Nordic Psychol. 59 (2), 109-126 (2007).</li><li>Tobia, V., Marzocchi, G. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Cognitive+profiles+of+Italian+children+with+developmental+dyslexia.">Cognitive profiles of Italian children with developmental dyslexia.</a> Reading Res Quart. 49 (4), 437-452 (2014).</li><li>Rauschenberger, M., Baeza-Yates, R., Rello, L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+universal+screening+tool+for+dyslexia+by+a+web-game+and+machine+learning.">A universal screening tool for dyslexia by a web-game and machine learning.</a> Front Comput Sci. 3, 628634 (2022).</li><li>Ekhsan, H. M., Ahmad, S. Z., Halim, S. A., Hamid, J. N., Mansor, N. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+implementation+of+interactive+multimedia+in+early+screening+of+dyslexia.">The implementation of interactive multimedia in early screening of dyslexia.</a> Int Conf Innov Mgmt Tech Res. , 566-569 (2012).</li><li>Jim&#233;nez, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Dyslexia+in+Spanish.">Dyslexia in Spanish.</a> Prevalence and cognitive, cultural, family and biological indicators. , (2012).</li><li>Hatcher, J., Snowling, M. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+phonological+representations+hypothesis+of+dyslexia:+From+theory+to+practice.">The phonological representations hypothesis of dyslexia: From theory to practice.</a> Dyslexia and Literacy, Theory and Practice. , (2002).</li><li>Goswami, U. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+temporal+sampling+framework+for+developmental+dyslexia.">A temporal sampling framework for developmental dyslexia.</a> Trends Cogn Sci. 15 (1), 3-10 (2011).</li><li>Stein, J. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+magnocellular+theory+of+developmental+dyslexia.">The magnocellular theory of developmental dyslexia.</a> Dyslexia. 7 (1), 12-36 (2001).</li><li>Nicolson, R. I., Fawcett, A. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+Dyslexia:+The+delayed+neural+commitment+framework.">Development of Dyslexia: The delayed neural commitment framework.</a> Front Behav Neurosci. 21 (13), 112 (2001).</li><li>Pennington, B. F., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Individual+prediction+of+dyslexia+by+single+versus+multiple+deficit+models.">Individual prediction of dyslexia by single versus multiple deficit models.</a> J Abnorm Psychol. 121 (1), 212-224 (2012).</li><li>Ring, J., Black, J. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+multiple+deficit+model+of+dyslexia:+what+does+it+mean+for+identification+and+intervention.">The multiple deficit model of dyslexia: what does it mean for identification and intervention.</a> Ann Dyslexia. 68 (2), 104-125 (2018).</li><li>Soriano-Ferrer, M., Nievas-Cazorla, F., S&#225;nchez-L&#243;pez, P., F&#233;lix-Mateo, V., Gonz&#225;lez-Torre, J. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Reading-related+cognitive+deficits+in+Spanish+developmental+Dyslexia.">Reading-related cognitive deficits in Spanish developmental Dyslexia.</a> Procedia - Social Behav Sci. 132, 3-9 (2014).</li><li>Zygouris, N. C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+implementation+of+a+web+application+for+screening+children+with+Dyslexia.">The implementation of a web application for screening children with Dyslexia.</a> , (2016).</li><li>Snowling, M. J., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The Science of Reading: A Handbook. , (2021).</li><li>Politi-Georgousi, S., Drigas, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mobile+applications,+an+emerging+powerful+tool+for+Dyslexia+screening+and+intervention:+A+systematic+literature+review.">Mobile applications, an emerging powerful tool for Dyslexia screening and intervention: A systematic literature review.</a> Int J Interact Mobile Technol. 14 (18), 4-17 (2020).</li><li>Fawcett, A. J., Nicolson, R. I. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Dyslexia+early+screening+test.">The Dyslexia early screening test.</a> Irish J Psychol. 16 (3), 248-259 (1995).</li><li>Zygouris, N. C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The implementation of a web application for screening children with dyslexia Interactive Collaborative Learning. , (2017).</li><li>Hautala, J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Identification+of+reading+difficulties+by+a+digital+game-based+assessment+technology.">Identification of reading difficulties by a digital game-based assessment technology.</a> J Edu Comput Res. 58 (5), 1003-1028 (2020).</li><li>Ahmad, N., Rehman, M. B., El Hassan, H. M., Ahmad, I., Rashid, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+efficient+machine+learning-based+feature+optimization+model+for+the+detection+of+dyslexia.">An efficient machine learning-based feature optimization model for the detection of dyslexia.</a> Comput Intell Neurosci. 9, 8491753 (2022).</li><li>Rello, L., Baeza-Yates, R., Ali, A., Bigham, J. P., Serra, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Predicting+risk+of+dyslexia+with+an+online+gamified+test.">Predicting risk of dyslexia with an online gamified test.</a> PLoS One. 15 (12), e0241687 (2020).</li><li>D&#281;bska, A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+cognitive+basis+of+dyslexia+in+school-aged+children:+A+multiple+case+study+in+a+transparent+orthography.">The cognitive basis of dyslexia in school-aged children: A multiple case study in a transparent orthography.</a> Dev Sci. 25 (2), e13173 (2022).</li><li>Jim&#233;nez, J. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Discriminant+validity+of+the+Sicole-R-Primaria+Multimedia+Battery+for+the+evaluation+of+cognitive+processes+associated+with+dyslexia.">Discriminant validity of the Sicole-R-Primaria Multimedia Battery for the evaluation of cognitive processes associated with dyslexia.</a> Revista de Investigaci&#243;n Educativa. 27 (1), 49-71 (2009).</li><li>Guzm&#225;n, R., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Assessment+of+naming+speed+in+reading+learning+difficulties.">Assessment of naming speed in reading learning difficulties.</a> Psicothema. 16 (3), 442-447 (2004).</li><li>Jim&#233;nez, J. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Is+the+deficit+in+phonological+awareness+better+explained+in+terms+of+task+differences+or+effects+of+syllable+structure.">Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure.</a> Appl Psycholinguist. 26 (2), 267-283 (2005).</li><li>Ortiz, R., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Locus+and+nature+of+perceptual+phonological+deficit+in+Spanish+children+with+reading+disabilities.">Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities.</a> J Learn Disabil. 40 (1), 80-92 (2007).</li><li>Ortiz, R., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+speech+perception+in+children+with+dyslexia.">Development of speech perception in children with dyslexia.</a> Psicothema. 20 (4), 678-683 (2008).</li><li>Jim&#233;nez, J. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Double-deficit+hypothesis+in+Spanish+developmental+dyslexia.">The Double-deficit hypothesis in Spanish developmental dyslexia.</a> Topics Lang Disorders. 28 (1), 46-60 (2008).</li><li>Jim&#233;nez, J. E., Garc&#237;a de la Cadena, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Learning+disabilities+in+Guatemala+and+Spain:+A+cross-national+study+of+the+prevalence+and+cognitive+processes+associated+with+reading+and+spelling+disabilities.">Learning disabilities in Guatemala and Spain: A cross-national study of the prevalence and cognitive processes associated with reading and spelling disabilities.</a> Learning Disabilities Res Pract. 22, 161-169 (2007).</li><li>Jim&#233;nez, J. E., de la Cadena, C. G., Siegel, L. S., O'Shanahan, I., Garc&#237;a, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Gender+ratio+and+cognitive+profiles+in+dyslexia:+a+cross-national+study.">Gender ratio and cognitive profiles in dyslexia: a cross-national study.</a> Read Writ. 24, 729-747 (2011).</li><li>Rodrigo, M., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Assessment+of+orthographic+processing+in+Spanish+children+with+dyslexia:+the+role+of+lexical+and+sublexical+units.">Assessment of orthographic processing in Spanish children with dyslexia: the role of lexical and sublexical units.</a> Revista Electr&#243;nica de Investigaci&#243;n Psicoeducativa y Psicopedag&#243;gica. 2 (2), 105-126 (2004).</li><li>Jim&#233;nez, J. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evaluation+of+syntactic-semantic+processing+in+developmental+dyslexia.">Evaluation of syntactic-semantic processing in developmental dyslexia.</a> Elect J Res Edu Psychol. 2 (2), 127-142 (2004).</li><li>Jim&#233;nez, J. E., Rodr&#237;guez, C., Ram&#237;rez, G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Spanish+developmental+dyslexia:+prevalence,+cognitive+profile,+and+home+literacy+experiences.">Spanish developmental dyslexia: prevalence, cognitive profile, and home literacy experiences.</a> J Exp Child Psychol. 103 (2), 167-185 (2009).</li><li>Cuetos, F., Rodr&#237;guez, B., Ruano, R., Arribas, A. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> PROLEC-R. Primary Reading Processes Assessment Battery - Revised. , (2005).</li><li>Guzm&#225;n, R., Jim&#233;nez, J. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Normative+study+on+psycholinguistic+parameters+in+children+aged+6+to+8+years:+Subjective+familiarity.">Normative study on psycholinguistic parameters in children aged 6 to 8 years: Subjective familiarity.</a> Cognitiva. 2, 153-191 (2001).</li><li>Cohen, P., Cohen, J., Aiken, L., West, S. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+problem+of+units+and+the+circumstance+for+POMP.">The problem of units and the circumstance for POMP.</a> Multivariate Behav Res. 34, 315-346 (1999).</li><li>R Core Team. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=R:+A+Language+and+Environment+for+Statistical+Computing_.">R: A Language and Environment for Statistical Computing_.</a> R Foundation for Statistical Computing. , (2023).</li><li>Rosseel, Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=lavaan:+An+R+package+for+structural+equation+modeling.">lavaan: An R package for structural equation modeling.</a> J Stat Software. 48 (2), 1-36 (2012).</li><li>Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., Rosseel, Y. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> semTools: Useful tools for structural equation modeling. , (2022).</li><li>Wickham, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> ggplot2: Elegant graphics for data analysis. , (2016).</li><li>Byrne, B. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Structural equation modeling with AMOS: Basic concepts, applications, and programming. , (2016).</li><li>Vandenberg, R. J., Lance, C. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+review+and+synthesis+of+the+measurement+invariance+literature:+Suggestions,+practices,+and+recommendations+for+organizational+research.">A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research.</a> Org Res Methods. 3 (1), 4-70 (2000).</li><li>Hirschfeld, G., von Brachel, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Multiple-Group+confirmatory+factor+analysis+in+R+-+A+tutorial+in+measurement+invariance+with+continuous+and+ordinal+indicators.">Multiple-Group confirmatory factor analysis in R - A tutorial in measurement invariance with continuous and ordinal indicators.</a> Pract Assess Res Eval. 19 (7), 1-12 (2014).</li><li>Sachs, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=plotROC:+A+Tool+for+Plotting+ROC+Curves.">plotROC: A Tool for Plotting ROC Curves.</a> J Stat Softw. 79, 2 (2017).</li><li>Jing, W., Yu, E. L. X., Motevalli, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+comparison+between+cognitive+assessment+and+neurobiology+technology+assessment+of+dyslexia:+A+literature+review.">A comparison between cognitive assessment and neurobiology technology assessment of dyslexia: A literature review.</a> Int J Acad Res Busi Soc Sci. 13 (4), 976-986 (2023).</li></ol>

The authors listed above certify that there are no financial interests or other conflicts of interest regarding the present study.

In this study, confirmatory factor analysis (CFA) was employed to evaluate the factor structure of the Sicole-R battery, comprising one second-order factor and six latent variables representing different modules. The results indicated good model fit, convergent validity, and reliability, confirming the efficacy of the battery in assessing a comprehensive set of cognitive and reading skills that are critical for individuals with dyslexia. Importantly, the consistent performance of the digital tool across diverse demograph...

Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and/or fluent word recognition and poor spelling and decoding abilities and is characterized by unexpected and persistent difficulty in acquiring efficient reading skills despite conventional instruction, adequate intelligence, and sociocultural opportunity1. This neurobiological disorder often manifests as challenges in reading, spelling, and writing, primarily due to phonological deficits2,3. &#8220;The importance of early&#160;identification of dyslexia cannot be overstated,&#160;as it allows for timely intervention and support4,5. When a student does not progress beyond&#160;Tier-3 in a response-to-intervention model, it&#160;becomes essential to conduct a&#160;more&#160;comprehensive assessment of both domain-general and domain-specific abilities associated&#160;with dyslexia, as highlighted by the scientific&#160;literature. The development of the technique&#160;presented here is grounded in the necessity of&#160;conducting thorough evaluations to ensure that&#160;appropriate interventions and support are&#160;provided.&#160;Moreover, previous studies&#160;underscore the utility of technology-based&#160;screening tools, such as web applications and&#160;computer games, in facilitating effective&#160;screening processes6,7. These studies collectively highlight the multifaceted nature of dyslexia, emphasizing the need for comprehensive assessment and intervention strategies to address the diverse cognitive profiles of individuals with dyslexia. Despite the prevalence of dyslexia among school-aged children, most available diagnostic tools lack a framework that comprehensively assesses both domain-general and domain-specific skills. Moreover, there are minimal computerized options, particularly for Spanish-speaking populations. This multimedia battery addresses these gaps by leveraging technology to facilitate a detailed assessment of cognitive skills linked to dyslexia.
Theoretical perspectives and cognitive deficits in Dyslexia 
Various theoretical models, including phonological, rapid auditory processing, visual, magnocellular, and cerebellar theories, aim to explain the causes of dyslexia and inform interventions (see for a review)8. The phonological theory attributes dyslexia to difficulties in processing language sounds9, while the rapid auditory processing theory links dyslexia to deficits in perceiving rapidly changing sounds10. Visual theory highlights the visual aspects of reading difficulties, and magnocellular theory points to impairments in visual and auditory processing pathways11. The cerebellar theory suggests that dyslexia arises from cerebellar impairments affecting motor control and cognitive functions12. Nicolson and Fawcett&#39;s Delayed Neural Commitment (DNC) framework posits that slower skill acquisition and delayed neural network development are central to dyslexia. Recent models, such as the multiple deficit model, propose that dyslexia is a complex disorder influenced by genetic, cognitive, and environmental factors13,14,15. For instance, Ring and Black14 support the multiple deficit model, showing that both phonological and cognitive processing deficits contribute to the heterogeneity of dyslexia. Soriano-Ferrer et al.15 conducted a study with Spanish-speaking children with developmental dyslexia (DD) and found significant impairments in naming speed, verbal working memory, and phonological awareness (PA). Similarly, Zygouris et al.16 and Rauschenberger et al.6 underscore the importance of cognitive screening tools in identifying these deficits, with dyslexic individuals consistently scoring lower than typically achieving peers.
Examining technological approaches in Dyslexia screening: Insights from research studies 
Research on dyslexia screening has evolved with three main approaches: early detection strategies, multifaceted screening methods combining various assessments, and integrating technology for enhanced efficiency17. Politi-Georgousi&#39;s18&#160;recent&#160;systematic review highlights a shift toward&#160;more applications for intervening in dyslexia&#160;symptoms rather than screening processes,&#160;aligning with technology integration to improve&#160;reading skills in dyslexic students. Various tools exist, such as the Dyslexia Early Screening Test (DEST) by Fawcett and Nicolson, which assesses speed, phonological skills, motor skills, cerebellar function, and knowledge19. &#8220;Computer-based tools have&#160;advanced, including a web application assessing&#160;reading and cognitive skills in Greek children20 and tools by Hautala et al.21 and Rauschenberg et al.6&#160;that use gaming and machine learning for&#160;early identification of dyslexia. Ahmad et al. integrated gaming with neural networks, achieving 95% accuracy in detection22. Studies across different orthographies underscore the importance of phonological awareness and rapid automatized naming in dyslexia identification23,24.
Insights into Dyslexia among Spanish-speaking children 
The study of dyslexia in Spanish-speaking children has been significantly advanced through the use of Sicole-R technology. Jim&#233;nez et al. demonstrated its effectiveness in assessing dyslexia across age groups, particularly in distinguishing between dyslexic and typically achieving readers based on phonological and syntactic processing during early elementary years25. Guzm&#225;n et al. investigated naming speed deficits in dyslexic children with phonological challenges, highlighting interactions between dyslexia and naming speed measured through tasks such as letter-RAN and number-RAN26. Further studies by Jim&#233;nez et al. explored phonological awareness deficits across different syllable structures27, while Ortiz et al. investigated speech perception deficits among Spanish children with dyslexia, revealing impairments in speech perception development regardless of phonetic contrast or linguistic unit28,29. Jim&#233;nez et al. investigated the double-deficit hypothesis of dyslexia30, followed by analyses of cognitive processes and gender-related disparities in dyslexia prevalence31,32. Rodrigo et al. explored lexical access among Spanish dyslexic children33, and Jim&#233;nez et al. scrutinized syntactic processing deficits34. Finally, Jim&#233;nez et al. studied phonological and orthographical processes in dyslexic subtypes, highlighting differences in orthographic route efficiency35. These studies collectively enhance our understanding of the cognitive and linguistic challenges of dyslexia in Spanish-speaking populations.
The conducted studies share several common characteristics in terms of the age and background of the participating children. The children included in these studies ranged in age from 7 to 14 years. Most studies focused on primary school children aged between 7 and 12 years, except those that included children up to 14 years old, providing a sample that spans from early school years to preadolescence31,32. The participating children were primarily from the Canary Islands in Spain. Additionally, some studies included samples from other regions of Spain and Guatemala31,32. Participants were recruited from both public and private schools whose backgrounds included urban and suburban areas. The socioeconomic levels represented in these studies range from low-middle to working and middle class.
Together, these inquiries significantly advance our understanding of dyslexia&#39;s complexities, contributing to the field of dyslexia research. Adapted for use across multiple Ibero-American countries, including Spain, Guatemala, Chile, and Mexico, the tool facilitates the assessment of diagnostic accuracy and precision in a diverse Spanish-speaking sample for this study.
This study aimed to delineate a protocol for diagnosing Spanish-speaking children with reading difficulties using a specialized multimedia battery. The primary goal is to provide a comprehensive assessment tool that evaluates both domain-general and domain-specific skills associated with dyslexia.
Experimental setup overview 
The&#160;SICOLE-R was programmed in the Java 2 Platform Standard Edition (J2SE). The HSQL database engine is used as a database. The software includes 6 main modules to be evaluated: 1) perceptual processing, which includes the tasks of voicing, placing, and manner of articulation; 2) phonological processing, which includes phoneme isolation, phoneme deletion, phoneme segmentation, and phoneme blending tasks; 3) naming speed, which includes the tasks of naming speed in numbers, letters, colors and pictures; 4) orthographic processing, which includes tasks of morphological comprehension of lexemes and suffixes and homophone comprehension; 5) syntactic processing, including gender, number, function words, and grammatical structure tasks; and 6) semantic processing, which influences reading comprehension tasks through informative and narrative text. Instructions for each task, accompanied by one or two trials (depending on the task) and a demonstration, are delivered by a pedagogical agent prior to the initiation of the testing phase. The application protocol for each task is illustrated here.
Prior to administering the multimedia battery to the study sample, adaptations were made to the Spanish language modality for each country (i.e., Mexico, Guatemala, Ecuador, and Chile), including adjustments to vocabulary, images, and other relevant content. The administration conditions were the same across all Latin American countries. The administration environment had to be quiet within the school and free from noise, distractions, and interruptions. The duration of the multimedia battery administration ranged from 3-4 sessions of 30 min each, depending on the student&#39;s ability and age. Due to its database compatibility with most spreadsheet and statistical data processing systems, the evaluator can analyze the results of each child and each task. Concerning the data collection, two distinct task types were employed: 1) tasks where the examiner records students&#39; oral performance, noting successes and errors using an external mouse, and 2) tasks requiring students to independently select options by clicking on them.

<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td>Sicole-R</td>
			<td>Universidad de La Laguna</td>
			<td>TF-263- 07</td>
			<td></td>
		</tr>
	</tbody>
</table>

advancing dyslexia assessment in children through computerized testing

The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. Consequently, it is unsurprising that many children grapple with maintaining proficiency at the grade level, particularly when confronted with challenges spanning multiple abilities across both domains, as observed in individuals with reading difficulties. Strikingly, despite reading difficulties being among the most prevalent neurodevelopmental disorders affecting school-aged children, the majority of available diagnostic tools lack a comprehensive framework for assessing the full spectrum of cognitive skills linked to dyslexia, with minimal computerized options. Notably, there are currently limited tools with these features available for Spanish-speaking children. The aim of this study was to delineate the protocol for diagnosing Spanish-speaking children with reading difficulties using the Sicole-R multimedia battery. This tool for elementary grades focuses on evaluating cognitive skills that are associated with dyslexia as prescribed by the scientific literature. Specifically, it concentrates on assessing a range of cognitive abilities that studies have demonstrated to be linked to dyslexia. This focus is based on the observation that individuals with dyslexia typically exhibit deficits in several of the cognitive areas evaluated by this digital tool. The robust internal consistency and multidimensional internal structure of the battery were demonstrated. This multimedia battery has proven to be a fitting tool for diagnosing children with reading difficulties in primary education, offering a comprehensive cognitive profile that is valuable not only for diagnostic purposes but also for tailoring individualized instructional plans.

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Advancing Dyslexia Assessment in Children Through Computerized Testing

Our research validate the SICOLE-R multimedia battery for assessing cognitive and reading skills in Spanish-speaking children, focusing on its effectiveness in diagnosing dyslexia and guiding personalized education. Recent developments in our field include the increasing use of technology for dyslexia screening, particularly through multimedia tools like SICOLE-R. These tools assess both domain-general and domain-specific skills with a focus on Spanish-speaking populations.Well, current experimental challenges include ensuring the tool's generalizability to diverse population, addressing the demographic factors like age and dialect, evaluating its long-term validity, integrating it into broader educational framework, and incorporating emerging neurological technologies to advance dyslexia assessment. Our protocol offers the advantage of our comprehensive multimedia base assessment that evaluates both domain-general and domain-specific cognitive skill related to dyslexia. Unlike old techniques, it provides a detailed analysis tailored to Spanish-speaking children, enhancing diagnostic accuracy and the effectiveness of interventions.In the future, our laboratory will focus on exploring how the SICOLE-R can enhance the response intervention model for a Spanish-speaking population. Specifically, we will investigate it roles as a complementary tool for conducting detailed cognitive assessment of children who do not progress beyond Tier-3 in RTI, building on our decade of research in implementing RTI in these communities.

Sample study 
The sample included 881 participants from Spain (N = 325), Mexico (N = 169), Guatemala (N = 227), and Chile (N = 160), all of whom were native Spanish speakers. The sample was divided into two groups: 451 in the reading disability (RD) group and 430 in the normally achieving readers (NAR) group. Children with special educational needs-those requiring support and specific educational attention due to sensory impairments, neurological issues, or other conditions-were excluded because the...

The Multimedia Battery for Assessment of General-Domain and Specific-Domain Skills in Reading is a reliable and valid multimedia battery designed to assess cognitive and basic reading skills. It enables the generation of a comprehensive cognitive and reading performance profile, which is particularly beneficial for children with dyslexia.

The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. ...

advancing-dyslexia-assessment-in-children-through-computerized-testing

Research

JoVE Journal

Behavior

Assessing Cognitive and Reading Skills in Children with Dyslexia Using SICOLE-R Multimedia Battery

To install SICOLE-R on a computer, execute the file as the administrator and click on the executed file to open the tool. Upon opening the application, the initial interface appears displaying various operational options. Then fill in the student's information.Before beginning the assessment, give the instructions to the student, then select the student scheduled for assessment and click on the start section. The main menu includes five color doors, each corresponding to one of the modules to be evaluated. Open the program and navigate to the yellow door interface.Click on one of the available subtasks to initiate the task. Allow the pedagogical agent to provide instructional guidance and task modeling to the student. Have the agent say, Now we will hear pairs of syllables.If the syllables are identical, press the blue button. If they are different, press the red button. Present two item examples to the student, bapa and yaka.Instruct the students to select the blue circle if the pairs are identical, and the red button, if they are distinct. Once the task is completed, allow the pedagogical agent to provide feedback based on the student's answers. Then allow the agent to instruct the student to initiate the task.Select circles blue or red consistently throughout the task, recording hits and misses. If the student needs to hear the pair of syllables again, click on the speaker icon to replay it once. Allow the pedagogical agent to provide instructional guidance and task modeling to the student.Have the agent say, Now we will focus on isolating for phonemes. Watch as I demonstrate. Then you will see two example items.Click on the images whose names start with the same sound as the target word. In this example, it is a chair. Present two example items to the student.Observe whether the student clicks on the images that begin with the same sound as the target word. Allow the pedagogical agent to offer feedback to the student based on responses to the examples. Then guide the student to commence the task.Now select images throughout the task, documenting both hits and misses. The procedure remains uniform throughout the task, documenting both hits and misses. If the student requires additional listening for a word, click on the speaker icon to replay it.Note that only one replay per item is allowed. Open the program and proceed to the orange door. Choose naming speed to select the task.Allow the pedagogical agent to provide instructional guidance and demonstrate the task. Present an example of the number RAN subtask of the naming speed module. Ask the student to articulate their answers aloud.If the response in the example is accurate, select the blue button on the screen. Allow the pedagogical agent to provide feedback based on the responses to the examples. After the example, ensure that the pedagogical agent initiates the task.Click the left mouse button to start the task and begin timing. Ask the student to name the elements of the matrix allowed and in order the elements of the matrix. For each error, use the right button of the external mouse to register the count.Once the student finishes naming the elements, press the left button to conclude the timing and complete the subtask. Access the program and navigate to the orange door within the platform interface. Click on homophone comprehension to select the task.Allow the pedagogical agent to present an example item. Then prompt the student to use an external mouse to select the word that corresponds to the image. Ensure the pedagogical agent provides feedback based on the student's response to the example.Prompt the student to select the word that corresponds to the image for each item presented. Record both correct hits and missed responses. Open the program and navigate to the green door within the program interface.Select grammatical structure to choose the task. Present two examples to the students, and ask them to click on the appropriate sentence for each picture using an external mouse. Allow the pedagogical agent to provide feedback based on the student's response to the examples.Prompt the student to click on the appropriate sentence for each picture using an external mouse, recording both correct and incorrect responses. Open the program and proceed to the blue door within the program interface. Choose either the fruits for the informative text or Tino's getaway for the narrative text.Allow the pedagogical agent to provide the student with task instructions. Have the student read the text and memorize the most relevant information. Then ask the student to click on the arrow on the screen using the external mouse to indicate completion of the reading and proceed to the next section.Allow the pedagogical agent to instruct the student to read the questions and select the correct answer.

288 Views.  Universidad de La Laguna.  The Multimedia Battery for Assessment of General-Domain and Specific-Domain Skills in Reading is a reliable and valid multimedia battery designed to assess cognitive and basic reading skills. It enables the generation of a comprehensive cognitive and reading performance profile, which is particularly beneficial for children with dyslexia.

Computerized Dyslexia Assessment for Spanish-Speaking Children Using SICOLE-R

Summary