Early Dyslexia Risk Screening

Assess your child’s dyslexia risk early to act before reading problems emerge at school.

For ages 3–6
5-minute at-home screening on a phone or tablet
Direct signals: eye and finger movements
No reading skills needed
No phonological awareness required

The Dyslexia Paradox

Dyslexia is diagnosed after reading struggles take hold

Dyslexia does not start at school. Biological risk markers are already visible early in life. Support and interventions work best before school starts. Formal diagnosis usually comes later — after visible failure in school reading. The system recognizes the problem when the best window has already passed. That is the dyslexia paradox.

Early Intervention Window

Act while the window is still open. Up to 92% of at-risk children reached grade-level reading after early intervention.

Start Screening

Family risk is known

Family history can identify children to watch before formal reading begins.

Early signs can be measurable

Observable pre-reading markers can appear before ordinary reading screens are useful.

Start Screening

Wait-to-Fail Gap

Concern is visible, but action stalls. Each month of delay narrows the intervention window.

Existing tools don't answer the question

Checklists rely on adult interpretation. Screeners require reading or phonological skills that have not yet developed.

Support waits for visible failure

Even when the concern is well-founded, support comes only after enough school evidence has accumulated.

Visible Reading Failure

The system finally responds, but the window has nearly closed: 88% of children remain poor readers by the end of fourth grade.

Only failure gets a response

The response starts when the child is already clearly struggling to read.

Support arrives too late

After that, reading skills rarely catch up to grade level.

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Assess risk in time. Don’t wait for reading to fail.

If your child is at risk for dyslexia, waiting until it shows up in school reading means waiting for failure. Standard screeners rely on skills a young child may not have yet: sound awareness, letter knowledge, or reading words. A preschooler may not be reading yet. That can be normal, or it can hide risk. Rockids uses the Reading Simulator to run a simulated reading flow without asking the child to read words. The screener measures gaze patterns and finger movement, then turns them into an early dyslexia-risk estimate.

Start Screening

How It Works

A Direct Signal from Your Child, Instead of Questionnaires and Interpretation

The standard path starts with a parent questionnaire or tasks in sounds, letters, and reading — skills a young child may not yet have. Instead, Rockids Dyslexia Screener uses Reading Simulator: your child goes through a reading simulation without having to read words; the app captures eye and finger movements, and the AI model analyzes those patterns. The result is an early dyslexia-risk estimate and a report for a speech-language pathologist, pediatrician, or neurologist: an objective second opinion with clear next steps.

Dyslexia-risk signals show up in eye movements

In reading, the eyes do not glide smoothly along a line. They jump, pause briefly, and sometimes move back. These movements are called saccades, fixations, and regressions. They show how a child processes the line.

In dyslexia and reading difficulties, line processing is different: the eyes linger longer, return backward more often, and forward movements become shorter and less stable. That is why early screening has to look at the movement pattern itself.

Reading Simulator guides the child through a reading simulation without requiring them to read words. The app captures eye and finger movements, and the AI model looks for repeated patterns across the series and turns them into an early dyslexia-risk estimate.

Parent Sets the Context

You confirm age, language, and basic context. The main signal comes from the child.

5-Minute Screening

Reading Simulator guides the child through a reading simulation on a phone or tablet.

Direct Signal from the Child

The app analyzes where the eyes pause, where they return, and how the child moves a finger across the screen.

AI Looks for a Repeating Pattern

The model looks beyond one random stumble: it reads repeated movements across the series and calculates an early dyslexia-risk estimate.

A Plan Instead of Worry

The report shows the risk level, what the screening observed, and next steps for a conversation with a speech-language pathologist, pediatrician, or neurologist.

Don’t Wait Until Reading Breaks Down

Rockids Dyslexia Screener shows an early risk signal from your child’s eye movements, builds a report, and gives clear next steps. Instead of anxiety, you get data: what the screening noticed, what to discuss with a specialist, and how to act next.

What You Receive in the Report

Risk level:A clear risk estimate based on the child’s eye-movement pattern across the full screening series.
Parent summary:What the screening noticed, which eye-movement patterns matter, and what the result means.
Eye and finger maps by page:Where the child paused, moved back, and moved through the line.
Quality context:Whether enough data was collected and whether to repeat the session for a more confident result.
Next steps:What to watch at home, when to repeat screening, and what to discuss with a speech-language pathologist, pediatrician, or neurologist.

Start Screening

Pricing

Try it free.

A quick start. Your child tries the app, and you decide whether the format fits.

One demo screening session
Introduction to the reading simulator interface
Sample risk estimate without the full report

Try Free

Three sessions to catch a stable signal. Risk estimate with a report and materials for specialists.

Three screening sessions
Full risk marker report
Gaze and touch signal breakdown
Parent summary
Materials for a specialist

Screening Series

Track risk dynamics through the year. Three screening series to see how the signal changes. Everything in Screening Series, plus:

Two follow-up screening series during the year
Next-step checklist
Reading-skill dynamics observation diary
Parent reading-skill guide
Priority support

Track for a Year

Rockids Dyslexia Screener does not diagnose. It shows early reading-risk indicators, builds a report, and provides a second opinion and data for a speech-language pathologist, pediatrician, or neurologist.

FAQ

What parents ask before screening

My child can't read yet. Can they take the screening?

Yes. That is exactly why Rockids Dyslexia Screener exists. Your child does not need to know how to read.

Can we do the screening at home?

Yes. The screening is designed for home use. You need a phone or tablet with a working front-facing camera. One screening session takes about 5 minutes. Choose a moment when your child is calm.

How is it different from existing screeners?

Existing screeners rely on questionnaires, phonological tasks, letters, or reading. Rockids Dyslexia Screener estimates risk from direct signals from your child: eye and finger movement.

What age is Rockids Dyslexia Screener for?

Ages 3–6. This is the most effective window for early intervention. The app is built specifically for this age, when risk can be spotted and the advantages of early brain plasticity can still be used.

My child still struggles with sounds and letters. Does that affect the screening?

No. It does not block the screening. Rockids Dyslexia Screener does not require letter knowledge and is not built on phonological tasks.

Is this a diagnosis?

No. Rockids Dyslexia Screener does not diagnose dyslexia. It shows early risk indicators, builds a report, and gives a data-backed second opinion for a speech-language pathologist, pediatrician, or neurologist.

What happens during screening?

Your child completes a five-minute session in the Reading Simulator. Their only task is to follow a moving guide with their finger while the app tracks eye and finger movement.

Why do eye movements show reading risk?

During reading, the eyes do not move smoothly: they stop, jump, and sometimes go back. With reading difficulty, these patterns often differ. Rockids Dyslexia Screener uses them as early risk indicators in its scoring model.

Why not wait for a school check?

Because the school system reacts when it is already late and difficulties have settled in. Most screeners require letters, sounds, or reading. Rockids Dyslexia Screener looks earlier, when intervention is most effective: before reading failure becomes the trigger.

Why does the full series have three sessions?

One run can be affected by tiredness, distraction, lighting, or device position. Three sessions help reveal a repeating signal, not a random episode.

What if my child quits halfway?

Stop and repeat later. An interrupted run does not use a session: a calm, valid attempt is more useful than pushing a tired child to finish.

What if the session data is not good enough?

The app checks data quality. A low-quality session does not go into the report and does not use an attempt. You can repeat it when your child is calm, the lighting is good, and the device is positioned correctly.

Does the camera record my child's face?

No. The camera is needed to track eye position during the task. Rockids Dyslexia Screener does not record your child's face, take photos, or upload video. Only normalized numerical eye coordinates are used.

Who will see my child's report?

Only you. The parent controls the report: the PDF can be saved or shared with a speech-language pathologist, pediatrician, neurologist, reading specialist, or teacher only when you decide.

What do I get after the full series?

Risk level, parent summary, breakdown of gaze and touch signals, page-by-page eye and finger maps, quality context, and data for a specialist.

If the risk is high, what should I do?

You are not left alone with anxiety. The report shows what the screening noticed, which steps you can start at home, and what to discuss with a speech-language pathologist, pediatrician, or neurologist.

Why repeat screening if I already have a report?

The risk signal can change with age, practice, and support. Repeat series show the trend: whether the pattern is getting weaker, staying stable, or getting stronger. That makes it clearer whether the current support is working.

What if the risk is low?

You get a baseline and know what to do now: watch, support age-appropriate reading skill, and repeat the screening later if new concerns appear.

What will a specialist get if I show the report?

Not a retelling of your worry, but structured data: risk level, gaze and touch signals, session quality context.

Why call it a second opinion?

Because the report adds an objective signal from your child to the parent's observations. It does not replace a specialist, but it helps you come to the conversation with data, not just worry.

Which should I choose: Free Session, Screening Series, or Annual Plan?

Free Session lets your child try the format. Screening Series gives you a risk estimate and report now. Annual Plan is for families who want to track change and repeat screening through the year.