Early literacy research is essential for identifying children who are at risk of reading difficulties and for understanding how language-specific features influence learning to read. In languages such as Sinhala, early reading development is shaped by unique script characteristics and underlying language and visual skills. Research in early literacy supports the development of culturally and linguistically appropriate assessment tools, enables early identification of learning difficulties such as dyslexia, and informs timely, evidence-based interventions that can improve long-term academic outcomes for children.

[1] A research tool for early identification of red flag signs of dyslexia in children aged 4-6 years using Sinhala as first language

Dr Thilini Lokubalsuriya read for her PhD in Speech and Language Therapy in 2020, during which she undertook the following research project.

REaDDS (Red Flags for Early Detection of Dyslexia in Sinhala) is the first standardized, language-based dyslexia screening tool developed specifically for Sinhala-speaking children aged 4–6 years. The tool was designed to address the lack of culturally and linguistically appropriate screening instruments and assesses key dyslexia-related skills, including phonological processing, morphology, other language skills, as well as visual processing and cognitive abilities. REaDDS was developed and validated through a rigorous, multi-phase process and demonstrates strong evidence of validity and reliability, supporting early identification and timely intervention for children at risk of dyslexia.

Development and Validation of Red Flags for Early Detection of Dyslexia in Sinhala (REaDDS tool) for Dyslexia Screening is currently under review for publication.

[2] Early akshara knowledge in beginner readers in Sinhala: a cross-sectional study

This study explored how children in Grades 1 and 2 in the Gampaha District learn to read Sinhala akshara, with a special focus on children who struggle with reading. The research examined how the visual complexity of Sinhala letters and children’s visual perceptual skills influence early reading abilities. Nearly 5,000 children from 27 schools were screened using reading and cognitive assessments.

For the first time in published literature, the graphic complexity of Sinhala akshara was systematically analysed, and the contribution of visual skills and symbol complexity to learning to read Sinhala was established. Findings showed that visually complex akshara, particularly those with diacritics and long vowel forms, were more difficult to recognise and produce, especially for children with weaker visual perceptual skills. This was a collaborative study undertaken with the Department of Integrated Design, University of Moratuwa.

Link to the publication:  Early akshara knowledge in beginner readers in Sinhala: a cross-sectional study | Annals of Dyslexia

Investigators: Samanmali P. Sumanasena, L. B. Thilini C. Lokubalasuriya, Rajphriyadharshini Rajmohan, W. K. Hasini Iranthika, D. Chamilka C. Sooriyaarachchi, Wageesha P. Widanapathirane, J. Sachini U. Wijesiri, Sambavi Arulananthan, Tamara G. Handy & Balachandran Kumarendran

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