Amira screens across seven domains aligned with IDA and the Multiple Deficit Model, including phonological awareness, RAN, working memory, orthographic processing, processing speed, fluency, and comprehension. It also incorporates Duke’s Active View to capture word recognition, comprehension, and self-regulation.
Early Detection
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Reading Risk Screener
Amira Accurately Screens for Dyslexia Risk and Guides What Comes Next
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https://vimeo.com/1121537260
Current Reality
Reading is one of the most complex achievements of the human brain. As the most common learning disability, dyslexia affects how students process language at the phonological, orthographic, and fluency levels.
Accurate early identification is critical, yet most screeners either oversimplify risk into binary labels or fail to capture the full complexity of reading development.
Accurate early identification is critical, yet most screeners either oversimplify risk into binary labels or fail to capture the full complexity of reading development.
The Solution
A Theoretical Framework Rooted in Science
Amira’s dyslexia and reading risk screener is built on three foundational pillars of research, leveraging the pragmatic research of the International Dyslexia Association and other leading organizations to identify constructs with proven value as signals of reading struggle.
International Dyslexia Association
Amira’s screener fully reflects the IDA’s recommendations for dyslexia screening, covering the most predictive constructs of reading struggle.
- Assesses cognitive efficiency through RAN, phonological memory, and letter naming, strong predictors of dyslexia and fluency.
- “Measures decoding foundations including phonological awareness, letter–sound association, and orthographic processing.
- Evaluates outcomes with word recognition, fluency, vocabulary, and comprehension, indicators of risk and long-term growth.
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The Multiple Deficit Model (Francis, Fletcher, Pennington)
Amira reflects the reality that dyslexia rarely arises from a single deficit—it emerges from interacting factors across phonology, working memory, orthography, and processing speed.
- Acknowledges that dyslexia emerges from interacting factors across phonology, working memory, orthography, and processing speed—rarely from a single deficit.
- Assesses phonological processes including awareness, memory, and nonword repetition, the strongest contributors to reading risk.
- Measures processing efficiency (RAN, visual attention) and higher-order reading skills (orthographic processing, fluency, comprehension) to capture how multiple deficits combine to affect reading.
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Duke’s Active View of Reading
Amira applies Duke’s Active View, which frames reading as an active, multifaceted process that integrates word recognition, language comprehension, and executive functions. Learn More (link to blog post)
- Assesses self-regulation processes, visual attention, rapid naming, and working memory, that support the brain’s control of reading.
- Measures word recognition skills such as phonemic awareness, letter–sound fluency, and decoding that anchor early reading development.
- Evaluates bridging processes with oral reading fluency, vocabulary, and comprehension to connect decoding with meaning-making.
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How It Works
Amira Listens, Models Reading Development, and Identifies Cognitive Risk Indicators.
Amira analyzes oral reading in real time, using AI to model cognitive functions involved in skilled reading. These indicators are grounded in neuroscience and the Science of Reading, enabling Amira to flag students who may be at risk for dyslexia with higher sensitivity and specificity.
Neuroscience-Informed Skill Assessment
• Anchored in Scarborough’s Reading Rope and Duke’s Active View of Reading
• Captures 10x more measurement points than traditional screeners
• Measures cognitive-linguistic processes through authentic oral reading
• Adapts dynamically to each student’s performance
• Captures 10x more measurement points than traditional screeners
• Measures cognitive-linguistic processes through authentic oral reading
• Adapts dynamically to each student’s performance
Validated Dyslexia Risk Screening
• Flags students using research-based indicators
• Screens full classrooms in under 20 minutes
• Achieves >0.8 sensitivity and specificity across diverse student populations
• Approved in 40+ states and top-rated by NCII for risk screening
• Screens full classrooms in under 20 minutes
• Achieves >0.8 sensitivity and specificity across diverse student populations
• Approved in 40+ states and top-rated by NCII for risk screening
Transparent, Unbiased Screening
• Applies consistent criteria across all students
• Eliminates scoring subjectivity with AI analysis of oral reading
• Provides clear visibility into the data behind every risk indicator
• Minimizes over-identification and missed cases through rigorous validation
• Eliminates scoring subjectivity with AI analysis of oral reading
• Provides clear visibility into the data behind every risk indicator
• Minimizes over-identification and missed cases through rigorous validation
Instructional Intelligence
• Growth Dashboard with actionable alerts
• Highlights stalled growth and skill mastery
• Suggests next steps mapped to standards
• Surfaces urgent needs for intervention
• Highlights stalled growth and skill mastery
• Suggests next steps mapped to standards
• Surfaces urgent needs for intervention
Curriculum-Connected Intervention
• Syncs with district curriculum and scope and sequence
• Connects screening to tiered intervention
• Generates skill-level IRIPs for each student
• Editable format for teachers and MTSS teams
• Connects screening to tiered intervention
• Generates skill-level IRIPs for each student
• Editable format for teachers and MTSS teams
Why Amira is Different
Unlike static or single-construct screeners, Amira:
Observes Oral Reading
Uses advanced speech recognition to capture oral reading fluency, miscues, and error patterns with clinical precision.
Measures the Full Range of Risk Markers
From phoneme segmentation and nonword repetition to orthographic processing and comprehension.
Responds in Real Time
Leverages machine learning and Item Response Theory to ensure every student is challenged at the right level.
Delivers Actionable Next Steps
Teachers receive skill-specific diagnostics, auto-generated Individualized Reading Instruction Plans, and curriculum-connected next steps.
Insights for Early Dyslexia Detection
Reports That Turn Reading Risk Into Readiness
Amira’s reporting suite identifies and monitors dyslexia risk. Grounded in leading research frameworks, reports reveal why a student struggles and guide the next step for instruction and intervention.
Reading Risk Report
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Assessment Classification Report
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Science of Reading Program Analysis Report
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Validated by Leading Dyslexia Experts
Amira reflects the International Dyslexia Association’s screening guidelines and the Multiple Deficit Model, ensuring every risk marker is measured with scientific precision.
For reliability and validity
Earned through multiple independent psychometric reviews
#1
Sensitivity and Specificity
In detecting early markers of dyslexia
95%+
Core Domains Assessed
From the Multiple Deficit Model for a full view of dyslexia risk
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I love that Amira is truly differentiated to meet the needs of students for both remediation and enrichment. It has provided us Tier 1 and Tier 2 interventions for students and has given teachers specific diagnostic information within the reports that helps us inform instruction and fill reading gaps.
Frequently Asked Questions
How does Amira identify dyslexia risk?
What makes Amira’s dyslexia screener different from others?
Most screeners test only a narrow set of skills. Amira is grounded in the latest reading science and listens to students read aloud in real time. This unique combination allows Amira to capture over ten times more measurement points than traditional screeners, linking risk markers across decoding, comprehension, and self-regulation. The result is greater accuracy and insights that guide both diagnosis and instruction.
At what grade levels can Amira screen for dyslexia risk?
Amira screens students from pre-kindergarten through grade 3, adjusting constructs by grade. For early grades, Amira emphasizes phonological awareness, letter knowledge, and rapid naming, while for grades 2 and above Amira adds fluency and comprehension to reflect the Active View’s emphasis on connecting decoding with meaning.
Does Amira support MTSS and intervention for dyslexia?
Yes. Amira not only flags students at risk for dyslexia but also connects results to instruction and intervention guidance. Amira auto-generates Individualized Reading Instruction Plans (IRIPs) and provides recommendations that align with MTSS and tiered intervention models.
One Suite, Every Step of Reading Growth
Amira is more than a dyslexia screener. Amira is a complete reading suite that supports every stage of literacy development. From early risk detection to coherent instruction and individualized practice.
