Why detect early
Learning difficulties do not go away on their own. When they are detected late, the pupil has already fallen behind and often feels frustrated and demotivated. In the first years of primary school, intervention is simpler and has more impact.
The challenge for a school is to know in time who needs support, without relying only on each teacher’s impression or waiting for a referral.
Screening for every pupil
The universal assessment gives every pupil aged 5 to 12 the same starting point. They all do the same activities, as part of normal classroom routine: nobody leaves the class or feels singled out. It assesses:
- Reading: it separates the lexical route, the phonological route and reading comprehension.
- Maths: number processing and calculation (mental arithmetic, estimation, transcoding, number line, base-10 system and reasoning).
- Sustained attention: indicators of inattention and impulsivity.
- Verbal working memory.
What the school sees
The teacher gets each pupil’s profile and an overview of the whole class: who is doing well, who needs support and in which specific process. Signs of difficulties such as dyslexia, dyscalculia or ADHD, and also of high abilities, show up early and with consistent criteria.
The reports are designed for teachers and school teams, not only for specialists, and help explain progress to families objectively.
From detection to intervention
Detection only makes sense if action follows. The results automatically guide each pupil’s activities, which adjust to their daily progress: what is worked on changes, and so does how it is presented.
Activities can be done in the app or on paper worksheets that are marked from a photo, for about 15 minutes a day. Tracking continues just the same in both formats.