Identifying dyslexia and other learning problems using LASS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Identifying dyslexia and other learning problems using LASS"

Transcription

1 Identifying dyslexia and other learning problems using LASS 1

2 Outline of presentation What is LASS? What is dyslexia? Indicators of dyslexia Components and features of LASS Uses of LASS for screening and assessment Types of results provided by LASS Conclusions 2

3 What is LASS? LASS stands for Lucid Assessment System for Schools LASS is an objective, multifunctional system for assessing children aged 8 years 0 months to 15 years 11 months It comprises 8 tests: four assessing core cognitive skills, and four assessing key aspects of literacy attainment The tests are delivered by a computer in the form of games which pupils enjoy LASS has two versions: LASS Junior (age 8:0 11:11) and LASS Secondary (age 11:0 15:11) Results are based on national standardised norms 3

4 How does LASS work? LASS is easy to administer. The computer does the assessment and calculates the results. For older children the tests can be self-administered, and group administration using a network is available. The tests are adaptive so assessment time is minimised. Results are shown as a graphical profile with standardised norms. The profile enables the teacher to measure the pupil s basic literacy skills and reasoning ability, and to identify cognitive strengths and limitations that can underpin any difficulties being experienced. 4

5 What is dyslexia? #1 Dyslexia is a complex neurological condition which is constitutional in origin. The symptoms may affect many areas of learning and function, and may be described as a specific difficulty in reading, spelling and written language. [British Dyslexia Association, 1995] 5

6 What is dyslexia? #2 Dyslexia is a specific language-based disorder of constitutional origin characterised by difficulties in single-word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities. [International Dyslexia Association, 1994] 6

7 What is dyslexia? #3 Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. [Rose Report on Dyslexia, 2009] 7

8 Characteristics of dyslexia Genetically inherited developmental condition Neurologically based impairment of cognitive functioning Affects 5-10% of the general population Impacts on learning to read and write and other aspects of education (e.g. maths) Varies in severity Independent of intelligence and social class Boys outnumber girls about 4:1 Comorbidity with related developmental disorders Responds to teaching but cannot be cured Positive strengths, e.g. in visual thinking Problems of self-esteem 8

9 Brain scans while reading #1 [Eden, 2004] 9

10 Brain scans while reading #2 Good readers Dyslexic readers Compensated dyslexic readers [Shaywitz, 2002] 10

11 Why should teachers try to identify dyslexia? Legislation on dyslexia, disabilities and SEN Dyslexic children often slip through the SEN net Deleterious effects of waiting for children to fail Potential litigation Shortage (and expense) of Educational Psychologists 11

12 Main factors to look for Unusual pattern of skills Significant discrepancy between intelligence and literacy attainment Difficulties with memory Language difficulties Family history of similar problems 12

13 Key early years indicators of dyslexia Speech and language difficulties Little or no interest in books or writing Auditory discrimination problems Poor phonological awareness (e.g. poor rhyming skills) 13

14 Key primary-age indicators of dyslexia Puzzling underachievement in some or all aspects of literacy Difficulty in acquiring phonics Reluctant reader or writer Characteristic spelling errors Poor short-term memory General disorganisation 14

15 Key secondary-age indicators of dyslexia Unexplained discrepancy between ability and school achievement Difficulties when reading new or unfamiliar words Poor spelling, with characteristic errors Slow writing with word omissions, confusions of little words, etc. Unexpected poor recall in exams 15

16 Main effects of dyslexia on learning early speech problems poor phonological awareness difficulty with acquiring phonic skills slow and inaccurate reading poor spelling disorganised writing memory difficulties 16

17 Advantages of computer-based assessment Standardised presentation Improved accuracy of measurement Time saving speedier administration, especially with adaptive tests Labour (and cost) saving Enjoyable for pupils Results available instantly 17

18 18

19 The tests in LASS DIAGNOSTIC TESTS Cave (Visual memory) Mobile (Auditory memory) Nonwords (phonic skills) Syllables (phonological processing) ATTAINMENT/ ABILITY TESTS Word reading Sentence reading Spelling Reasoning 19

20 Features of LASS The tests are adaptive and start at a fairly easy level and get progressively more difficult. Most pupils require minimal supervision while doing the tests. Most pupils enjoy the tests. The cartoons that accompany each test are designed to enhance engagement of disaffected or poorly motivated pupils but can be switched off if desired. 20

21 Cave Test of visual memory Pupil has to remember visual items and their locations Time limit for each item 21

22 Mobile Test of auditory memory. Pupil has to remember telephone numbers. Starts with two digits in sequence and goes up to nine digits. 22

23 Non-words Test of phonic skills Pupil has to choose best spoken version of various nonwords out of four alternatives 23

24 Segments Test of phonological processing Pupil has to determine what is left when a sound or syllable is removed from a word 24

25 Single word reading Test of word recognition Pupil hears the word spoken and has to select from five visual alternatives All the alternatives are real words (i.e this is not a test of spelling) 25

26 Sentence Reading Test of reading comprehension Pupil has to identify a missing word from a sentence No speech is involved in this test 26

27 Test of nonverbal intelligence Pupil has to identify which picture is missing from the grid and select from six alternatives Time limit of 30 seconds per item Reasoning 27

28 Test administration tips Test in a quiet place where there are minimal distractions (use headphones where noise is likely to be a problem) Prepare the pupil (especially if unconfident) for the tests by explaining what is going to happen Allow a rest between tests if required Do not give specific feedback but give general encouragement where necessary 28

29 Dyspraxic or poorly coordinated pupils The important data is on accuracy so time taken to compete the tests is generally not important Time is only a factor in the Reasoning and Cave tests In severe cases the teacher can use the mouse and respond according to the child s instructions 29

30 Attention and distraction LASS is designed to maintain pupils attention and concentration, but obvious distractions should be avoided The cartoons are provided as additional reinforcement for reaching the end of the test (but use of these is optional) Even a seriously disaffected pupils usually maintain good attention and motivation when doing LASS In extreme cases greater supervision may be required to ensure the pupil stays on task 30

31 Using LASS for screening When screening all pupils it may not be necessary to administer all the tests One strategy is to administer just the Sentence Reading, Spelling and Reasoning tests initially If there is discrepancy (i.e. Sentence Reading and/or, Spelling are significantly lower than the Reasoning score) then the pupil is underperforming in literacy and further investigation will be necessary to uncover the cause of this Group testing can be done using the network version 31

32 Using LASS for assessment If pupils are suspected of having problems with learning or screening has revealed a problem, LASS can be used as an assessment This should help in the identification of the likely causes of the problem and formulation of appropriate solutions All eight tests will need to be administered Other information about the pupil should be taken into consideration 32

33 General uses of LASS Assess reading and spelling skills Spot weaknesses in memory and phonological skills Estimate intelligence Measure discrepancies between expected and achieved levels of attainment in literacy Identify dyslexia and related learning difficulties Monitor progress in reading and spelling Evaluate developments in cognitive skills (e.g. in response to training) Remember that LASS results are just part of the overall information the teacher should use to identify SEN 33

34 LASS results pages The main LASS results are in the form of a graphical profile Scores are shown in centiles or z scores ( standard scores) 34

35 For each test full results for every item can be accessed All results can be printed out or archived for future reference Data pages 35

36 Summary table A summary table shows the main results in numerical format Statistical discrepancies are also calculated. 36

37 Conclusions LASS provides a speedy, convenient, pupil-friendly way of assessing core learning skills and attainments LASS results are teacher-friendly and can be used to help identify learning problems, barriers to learning and SEN LASS is a tool for teachers to use in the process of deciding the best way for pupils to be educated but other information about the pupil should also be taken into account 37

SPECIFIC LEARNING DISABILITIES (SLD)

SPECIFIC LEARNING DISABILITIES (SLD) Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder

More information

Interpreting Psychological Reports. Stephanie Verlinden, PsyD May 4, 2015

Interpreting Psychological Reports. Stephanie Verlinden, PsyD May 4, 2015 Interpreting Psychological Reports Stephanie Verlinden, PsyD May 4, 2015 Interpreting Psychological Reports Why Psychological reports? What do they say? What do they mean? What should be in them? How do

More information

Dyslexia/Reading Disorder

Dyslexia/Reading Disorder Dyslexia/Reading Disorder What is a reading disorder? - A reading disorder is when one has difficultly in reading or understanding material within a reading. - Most people with reading disorders have problems

More information

THE UNIVERSITY OF HULL. Development and Evaluation of Computer-based Techniques for

THE UNIVERSITY OF HULL. Development and Evaluation of Computer-based Techniques for THE UNIVERSITY OF HULL Development and Evaluation of Computer-based Techniques for Assessing Children in Educational Settings Being a Thesis submitted for the Degree of Doctor of Philosophy in the University

More information

Jack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent.

Jack s Dyslexia Index indicates he has dyslexic difficulties that are mild in extent. Dyslexia Portfolio Report for Jack Jones Assessed by Sue Thompson on 05/08/2009 Report for parents When a child is identified as dyslexic, additional support will be needed from both school and home to

More information

The Big Five (typical pattern of processing difficulties in dyslexia)

The Big Five (typical pattern of processing difficulties in dyslexia) Steps and Dyslexia (and other processing difficulties) Steps is designed to be used in a variety of contexts. It is used as a whole-class resource to support class-based literacy teaching, ESOL teaching

More information

There are basically three options available for overcoming barriers to learning:

There are basically three options available for overcoming barriers to learning: COGNITIVE SKILLS DEVELOPMENT Parent Introduction Determining Your Child s Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Has your child ever struggled to understand

More information

LEARNING DIFFICULTIES:

LEARNING DIFFICULTIES: The difference between a learning difficulty and a learning disability Factsheet 1: The difference between a learning difficulty and a learning disability The terms used to describe the unexpected and

More information

Duncombe School Special Educational Needs and Inclusion Policy

Duncombe School Special Educational Needs and Inclusion Policy Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review

More information

B.D.A. Diagnostic Assessments for Dyslexia Children and Under-16s

B.D.A. Diagnostic Assessments for Dyslexia Children and Under-16s B.D.A. Diagnostic Assessments for Dyslexia Children and Under-16s The B.D.A. offers diagnostic assessment for dyslexia for individuals of all ages; both children and adults. This document provides information

More information

The computerised-based Lucid Rapid Dyslexia Screening for the identification of children at risk of dyslexia: A Singapore study

The computerised-based Lucid Rapid Dyslexia Screening for the identification of children at risk of dyslexia: A Singapore study The computerised-based Lucid Rapid Dyslexia Screening for the identification of children at risk of dyslexia: A Singapore study Gaynor Brookes, Veronica Ng, Boon Hong Lim, Wah Pheow Tan & Natalia Lukito

More information

Children, Families and Learning

Children, Families and Learning Children, Families and Learning Dyslexia Policy April 2009 (revised) HH/HS Dyslexia Policy 1 Introduction Middlesbrough s Dyslexia Policy has been developed through a working party of senior staff within

More information

Whitefield Schools and Centre

Whitefield Schools and Centre Whitefield Schools and Centre APPROACHES TO READING Position statement Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely

More information

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a

Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss. A Guide to Services for Students with a Office of Disability Support Service 0106 Shoemaker 301.314.7682 Fax: 301.405.0813 www.counseling.umd.edu/dss A Guide to Services for Students with a Learning Disability (Revised 4.28.14) Do I Have A Learning

More information

Comprehensive Reading Assessment Grades K-1

Comprehensive Reading Assessment Grades K-1 Comprehensive Reading Assessment Grades K-1 User Information Name: Doe, John Date of Birth: Jan 01, 1995 Current Grade in School: 3rd Grade in School at Evaluation: 1st Evaluation Date: May 17, 2006 Background

More information

BAS3 PARENT REPORT. What is the BAS3? Why has my child been assessed? Why was the BAS3 used to assess my child?

BAS3 PARENT REPORT. What is the BAS3? Why has my child been assessed? Why was the BAS3 used to assess my child? What is the BAS3? The British Ability Scales 3 (BAS3) is a collection of individual tests that are used to assess the general thinking and reasoning skills of children aged from 3 to 17 years. The tests

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

Working memory in practice: Identifying and helping children with working memory problems

Working memory in practice: Identifying and helping children with working memory problems Working memory in practice: Identifying and helping children with working memory problems Susan Gathercole MRC Cognition and Brain Sciences Unit, Cambridge UK Memory and Learning: What Works?, 1 st September

More information

Adopted by the Board of Directors: November 12, 2002

Adopted by the Board of Directors: November 12, 2002 Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

More information

There are basically three options available for overcoming barriers to learning:

There are basically three options available for overcoming barriers to learning: COGNITIVE SKILLS DEVELOPMENT Teacher Introduction Determining Your Students Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Do you have students who struggle to understand

More information

7. HOW TO TEACH A DYSLEXIC PUPIL TO READ

7. HOW TO TEACH A DYSLEXIC PUPIL TO READ 7. HOW TO TEACH A DYSLEXIC PUPIL TO READ OVERVIEW Extract In this module, we will cover the following topics: Introduction Reading ages How to choose appropriate reading materials Teaching a dyslexic child

More information

There are many reasons why reading can be hard. This handout describes

There are many reasons why reading can be hard. This handout describes Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic

More information

Surrey County Council policy for dyslexia

Surrey County Council policy for dyslexia www.surreycc.gov.uk Making Surrey a better place Surrey County Council policy for dyslexia Contents 1. Introduction 2. Purpose 3. Definition 4. Assessment 5. Intervention 6. Roles and responsibilities

More information

Dyslexia and Giftedness: Signs and Symptoms of Twice Exceptionality

Dyslexia and Giftedness: Signs and Symptoms of Twice Exceptionality Dyslexia and Giftedness: Signs and Symptoms of Twice Exceptionality By Margaret R. Wright, Psy.D. Licensed Psychologist The Wright Psychology and Learning Center, PLLC What is the 2e Student? Someone with

More information

Epilepsy in Children. Learning and School Performance

Epilepsy in Children. Learning and School Performance Epilepsy in Children Learning and School Performance About the Epilepsy Foundation The Epilepsy Foundation is the national voluntary agency solely dedicated to the welfare of the more than three million

More information

Submission from Andrea Bailey, Special Education Needs Co-coordinator at Island Bay School, 6 Thames street, Island Bay, Wellington.

Submission from Andrea Bailey, Special Education Needs Co-coordinator at Island Bay School, 6 Thames street, Island Bay, Wellington. 2.9.15 1. Inquiry into the identification and support for students with the significant challenges of dyslexia, dyspraxia, and autism spectrum disorders in primary and secondary schools To the Education

More information

Links to national curricula

Links to national curricula Links to national curricula The sections in this test have been carefully designed to sample the main English skills set out in the national curricula for England, Wales, Scotland and Northern Ireland.

More information

DYSLEXIA FRIENDLY POLICY STATEMENT

DYSLEXIA FRIENDLY POLICY STATEMENT DYSLEXIA FRIENDLY POLICY STATEMENT At Yerbury, we are proud to be a Dyslexia Friendly school. Being a Dyslexia Friendly school not only helps us to meet the needs of dyslexic pupils, but also the needs

More information

Fact Sheet 4. Lucid s product research & evaluation studies. Lucid Research Ltd 3 Spencer Street BEVERLEY East Yorkshire HU17 9EL

Fact Sheet 4. Lucid s product research & evaluation studies. Lucid Research Ltd 3 Spencer Street BEVERLEY East Yorkshire HU17 9EL Fact Sheet 4 Lucid s product research & evaluation studies Background In addition to having a core team of psychologists as part of the design team, Lucid retains its close research link with the Department

More information

DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario

DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario DEMYSTIFYING THE DEFINITIONS: Differentiating the Definitions of Learning Disability the diagnosis, the Exceptionality, and the ISA Profile in Ontario Dr. A. Lynne Beal, Psychologist October, 2003 What

More information

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA

Common Learning Disabilities in the Classroom. 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Common Learning Disabilities in the Classroom 1/20/2011 Lea Howell School Psychologist LCUSD and Foothill SELPA Why might a child be having educational difficulties? Needs Special Education Services -Has

More information

Learning Disabilities. Strategies for the classroom

Learning Disabilities. Strategies for the classroom Learning Disabilities Strategies for the classroom A learning disability is a neurological condition that interferes with a person s ability to store, process or produce information. Common Disabilities

More information

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines 1 Barnsley Educational Child and Community Psychology Service Dyslexia Practice Guidelines Overview 2 The purpose of this paper is to provide an overview of the shared rationale for dyslexia within Barnsley

More information

Dyslexia in the workplace. a guide for employers.

Dyslexia in the workplace. a guide for employers. Dyslexia in the workplace a guide for employers www.dyslexiaaction.org.uk What is dyslexia? Dyslexia primarily affects the ability to learn to read and spell, and sometimes maths is affected too. It comes

More information

Technical report. Eleanor Semel and Elisabeth H Wiig. Overview. Revisions in this Edition

Technical report. Eleanor Semel and Elisabeth H Wiig. Overview. Revisions in this Edition Technical report Eleanor Semel and Elisabeth H Wiig Overview The Clinical Evaluation of Language Fundamentals Fourth Edition UK (CELF 4 UK ) is an individually administered test for determining if a child

More information

Testing English as L2 and dyslexia

Testing English as L2 and dyslexia Testing English as L2 and dyslexia Turid Helland Associate professor Department of biological and medical psychology University of Bergen Language teacher Speech and language therapist/logoped Teaches

More information

Moderate learning difficulties

Moderate learning difficulties Handout 1 Moderate learning difficulties The area of cognition and learning includes moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties

More information

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT QUEEN S COLLEGE, LONDON Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT Policy for Special Educational Needs (SEN) and Learning Difficulties and Disabilities

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY I. DEFINITION "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself

More information

Identifying and tracking speech, language and communication skills

Identifying and tracking speech, language and communication skills Identifying and tracking speech, language and communication skills Wendy Lee, Professional Director The Communication Trust www.thecommunicationtrust.org.uk We will look at... A little bit of context A

More information

SPEECH, LANGUAGE & COMMUNICATION Pocketbook

SPEECH, LANGUAGE & COMMUNICATION Pocketbook SPEECH, LANGUAGE & COMMUNICATION Pocketbook By Victoria Mason & Emela Milne Cartoons: Phil Hailstone Contents Page Introduction to SLCN Defining SLCN, typical language development, who has SLCN?, prevalence,

More information

Advanced Interpretation of the WISC-V. Learning Outcomes

Advanced Interpretation of the WISC-V. Learning Outcomes Advanced Interpretation of the WISC-V Gloria Maccow, Ph.D. Assessment Training Consultant Learning Outcomes Describe the cognitive processes represented by the WISC-V index scores. Describe the theoretical

More information

Art. Accessing the written work research, annotating thoughts and opinions and recording these.

Art. Accessing the written work research, annotating thoughts and opinions and recording these. Subject specific advice Art Accessing text Accessing the written work research, annotating thoughts and opinions and recording these. Accessing the self marking grids Some complex language and vocabulary

More information

Children / Adolescents and Young Adults

Children / Adolescents and Young Adults INFORMATION SHEET Age Group: Sheet Title: Children / Adolescents and Young Adults Teachers Aids DIFFICULTY WITH LANGUAGE Tendency to make irrelevant comments Tendency to interrupt Tendency to talk on one

More information

Learning Difficulties and Disabilities/Special Educational Needs (LDD/SEN) Policy

Learning Difficulties and Disabilities/Special Educational Needs (LDD/SEN) Policy Learning Difficulties and Disabilities/Special Educational Needs (LDD/SEN) Policy Introduction Even within the context of a carefully planned and appropriate curriculum, there will be individual pupils

More information

Rushcliffe Family of Schools Dyslexia Friendly Schools Policy

Rushcliffe Family of Schools Dyslexia Friendly Schools Policy Rushcliffe Family of Schools Dyslexia Friendly Schools Policy Rushcliffe School Status: Version No: Named staff Document Manager: Review period: Staff Intranet Yes / No Public facing Webpage Publish on:

More information

Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace

Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace Presentation Outline Stimulus behind the investigation Aim and objectives of the investigation

More information

Marking Policy This document is a statement of the aims, principles and strategies for marking of pupils work at May Bank Infants School.

Marking Policy This document is a statement of the aims, principles and strategies for marking of pupils work at May Bank Infants School. Marking Policy 2015 This document is a statement of the aims, principles and strategies for marking of pupils work at May Bank Infants School. This policy and Scheme of Work were produced following consultation

More information

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent.

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent. DUBAI COLLEGE A tradition of quality in education Special Education Needs & Disability (SEND) Policy Statement of Intent Dubai College is strongly committed to inclusive education across all year groups;

More information

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One.

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Phonics Policy Rationale At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Aims To teach children aural discrimination, phonemic awareness and

More information

SUPPORT FOR STUDENTS WITH DYSLEXIA THROUGH THE EXPLICIT TEACHING OF READING

SUPPORT FOR STUDENTS WITH DYSLEXIA THROUGH THE EXPLICIT TEACHING OF READING Robina State School SUPPORT FOR STUDENTS WITH DYSLEXIA THROUGH THE EXPLICIT TEACHING OF READING Essential for all students but critical for students with dyslexia Background Dyslexia, as with other learning

More information

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management

When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management When Giftedness, Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) Meet: Two Case Studies of Educational Management Rhonda Filmer Twice- Exceptional Educational Consultancy, NSW, Australia My

More information

Areas of Processing Deficit and Their Link to Areas of Academic Achievement

Areas of Processing Deficit and Their Link to Areas of Academic Achievement Areas of Processing Deficit and Their Link to Areas of Academic Achievement Phonological Processing Model Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1999). Comprehensive Test of Phonological Processing.

More information

Auditory Cohesion Problems. What is central auditory processing? What is a disorder of auditory processing?

Auditory Cohesion Problems. What is central auditory processing? What is a disorder of auditory processing? 1 Auditory Cohesion Problems Auditory cohesion skills - drawing inferences from conversations, understanding riddles, or comprehending verbal math problems - require heightened auditory processing and

More information

That reading happens in the brain is obvious. How this actually occurs

That reading happens in the brain is obvious. How this actually occurs 1 Brain-Based Literacy Learning Pieces of the Puzzle That reading happens in the brain is obvious. How this actually occurs has been a focus of scientific investigation for more than 100 years. What do

More information

Policy on Learning Support/Resource Teaching

Policy on Learning Support/Resource Teaching Policy on Learning Support/Resource Teaching In St. Brigid s the principal aim of learning support/resource teaching is to optimise the learning process in order to enable pupils with learning needs to

More information

Dyslexia: A Guide for Teachers

Dyslexia: A Guide for Teachers Dyslexia: A Guide for Teachers Created by Kelvin Johnstone. Distributed by The Learning and Professional Development Centre Contents Dyslexia: A Guide for Teachers Page 1 Dyslexia - What is it? Page 2

More information

Reading, Dyslexia and Oral Deaf Children: From Research to Practice

Reading, Dyslexia and Oral Deaf Children: From Research to Practice Reading, Dyslexia and Oral Deaf Children: From Research to Practice Dr Rosalind Herman Professor Penny Roy Dr Fiona Kyle City University London Q: What measures can be used to identify dyslexia in oral

More information

Phonological Awareness in Preschool

Phonological Awareness in Preschool Schools Teaching Early Phonological Awareness Skills Phonological Awareness in Preschool Stephanie Robbins Forbes, M.S. CCC-SLP James Madison University Harrisonburg, VA Lee Ann Sweet Gray, M.S. CCC-SLP

More information

Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions

Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions Frequently Asked Questions about Making Specific Learning Disability (SLD) Eligibility Decisions This document is part of the department s guidance on implementing Wisconsin SLD criteria. It provides answers

More information

Hertford Infant & Nursery School. Tel: 01273 552931

Hertford Infant & Nursery School.    Tel: 01273 552931 Hertford Infant & Nursery School www.hertfordinf.brighton-hove.sch.uk email: admin@hertfordinf.brighton-hove.sch.uk Tel: 01273 552931 FRIENDLY CARING THOUGHTFUL RESPECTFUL ENTHUSIASTIC AMBITIOUS Phonics

More information

The Building Blocks of Reading and Writing

The Building Blocks of Reading and Writing The Building Blocks of Reading and Writing The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding

More information

PGCE Phonics and Early Reading Training and Professional Development Guide

PGCE Phonics and Early Reading Training and Professional Development Guide Name: Group: PGCE Phonics and Early Reading Training and Professional Development Guide Faculty of Education mmu.ac.uk/education MMU 2016 Faculty of Education 1 Acknowledgements The work of both Debbie

More information

Hazeldown Primary School. Dyslexia Policy. Learning for Living.

Hazeldown Primary School. Dyslexia Policy. Learning for Living. Hazeldown Primary School Dyslexia Policy. Learning for Living. Our Statement As a Dyslexia friendly school we will identify and respond to the unexpected difficulties that a dyslexic learner may encounter.

More information

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment.

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment. CASE STUDY The following case study contains all the components described in Chapter 2 The Assessment Process - Psychoeducational Assessment. Ms. Smith was diagnosed with learning disabilities. As you

More information

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION

INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION INCLUSIVE EDUCATION IN DEVON DYSLEXIA GUIDANCE ON IDENTIFICATION, ASSESSMENT AND INTERVENTION July 2011 1 CONTENTS 1.0 Introduction 3 Page 2.0 Definition 3 3.0 Perspectives on Reading and Spelling 4 4.0

More information

Dr. Astrid Kopp-Duller (1985)

Dr. Astrid Kopp-Duller (1985) A dyslexic person, of good or average intelligence, perceives his environment in a different way, his attention diminishes when confronted with symbols such as letters and numbers. Due to a deficiency

More information

Asset 1.6 What are speech, language and communication needs?

Asset 1.6 What are speech, language and communication needs? 1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language

More information

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of?

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of? Demystifying the Speech and Language Evaluation What exactly does a Speech and Language evaluation consist of? When we are evaluating we need to look at the discrete skills, as well as how they all tie

More information

CEASE TO MAINTAIN CRITERIA

CEASE TO MAINTAIN CRITERIA CEASE TO MAINTAIN CRITERIA GENERAL INFORMATION ON CEASING TO MAINTAIN STATEMENTS There should be no assumption that having awarded a Statement or EHC Plan the LA will maintain that Statement or Plan until

More information

Cochise College Office of Disability Services FACULTY GUIDE TO ACCOMMODATING STUDENTS WITH DISABILITIES CONTENTS

Cochise College Office of Disability Services FACULTY GUIDE TO ACCOMMODATING STUDENTS WITH DISABILITIES CONTENTS Cochise College Office of Disability Services FACULTY GUIDE TO ACCOMMODATING STUDENTS WITH DISABILITIES CONTENTS Introduction...2 Reasonable Accommodation...2 Waivers and Substitutions...3 Learning Disabilities...5

More information

Reading Instruction: Implications of the National Reading Panel Report

Reading Instruction: Implications of the National Reading Panel Report Reading Instruction: Implications of the National Reading Panel Report Rhonda Armistead, MS, NCSP, & Leigh Armistead, Ed.D., NCSP Charlotte-Mecklenburg (NC) Schools Educators, parents, and even politicians

More information

Accommodating Students with LDs in Postsecondary Studies

Accommodating Students with LDs in Postsecondary Studies Accommodating Students with LDs in Postsecondary Studies June 2012 Students with learning disabilities (LDs) form the majority of students seeking services from offices for students with disabilities at

More information

HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER

HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER HARFORD COMMUNITY COLLEGE CERTIFICATION OF AUTISM SPECTRUM DISORDER The student named below has applied for services from Harford Community College s Disability Support Services Office. In order to be

More information

Riverside County Special Education Local Plan Area Specific Learning Disabilities/Dyslexia Contents

Riverside County Special Education Local Plan Area Specific Learning Disabilities/Dyslexia Contents Riverside County Special Education Local Plan Area Specific Learning Disabilities/Dyslexia Contents Introduction... 1 Definitions... 2 Specific Learning Disabilities... 2 Basic Psychological Processes...

More information

Options for Addressing Dyslexia in Institutions of Higher Education (IHE) Teacher Preparation Programs

Options for Addressing Dyslexia in Institutions of Higher Education (IHE) Teacher Preparation Programs Options for Addressing Dyslexia in Institutions of Higher Education (IHE) Teacher Preparation Programs Ohio Board of Regents Dyslexia Task Force on Pre-service Teacher Education Presented at The Regional

More information

Language Based Learning Disabilities in School-Age Children

Language Based Learning Disabilities in School-Age Children Chapter 5 Language Based Learning Disabilities in School-Age Children COMD 326, Chapter 5 1 1 Language-Based Disabilities Language-based learning disabilities Traumatic brain injury induced Attention deficit

More information

Categories of Exceptionality and Definitions

Categories of Exceptionality and Definitions 7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents

More information

Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh

Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh Dyslexia and Co-occurring Specific Learning Difficulties Pamela Deponio, University of Edinburgh Let s Read! Reading and Print Disabilities in Young People Tallinn, Estonia. August 7 9, 2012 Key message

More information

Working Together at the Downley School. Progress and Achievement

Working Together at the Downley School. Progress and Achievement Working Together at the Downley School Progress and Achievement Attainment and Progress the difference explained The National Curriculum is a statutory document that we must adhere to. Children s progress

More information

BLACKROCK COLLEGE SPECIAL EDUCATIONAL NEEDS POLICY

BLACKROCK COLLEGE SPECIAL EDUCATIONAL NEEDS POLICY BLACKROCK COLLEGE SPECIAL EDUCATIONAL NEEDS POLICY INTRODUCTION A central theme of the Mission Statement of Blackrock College is to provide a community environment in which each student can develop his

More information

Documentation Guidelines for Students with Learning Disorders

Documentation Guidelines for Students with Learning Disorders Documentation Guidelines for Students with Learning Disorders I. Qualifications of the Evaluator Professionals conducting assessments and rendering diagnoses of specific learning disabilities and making

More information

DYSLEXIA FRIENDLY POLICY

DYSLEXIA FRIENDLY POLICY DYSLEXIA FRIENDLY POLICY POLICY STATEMENT At St. Michael s CE (A) First School, we value the importance of being a Dyslexia Friendly school. Not only does a Dyslexia Friendly ethos help us to meet the

More information

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 2 WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 3 Contents CEM... 4 FAQs, computer-adaptive assessments

More information

The Phonics Screening Check Responding to Results. Advice for schools supporting the learner with dyslexia-spld

The Phonics Screening Check Responding to Results. Advice for schools supporting the learner with dyslexia-spld The Phonics Screening Check Responding to Results Advice for schools supporting the learner with dyslexia-spld Page 2 of 16 This booklet is for the teacher who is worried about the progress pupils are

More information

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.

Year 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child. Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child. What are your memories of learning how to read and write? If parents engage with

More information

Rhythmic Perception, Music and Language: A New Theoretical Framework for Understanding and Remediating Specific Language Impairment

Rhythmic Perception, Music and Language: A New Theoretical Framework for Understanding and Remediating Specific Language Impairment 1 Rhythmic Perception, Music and Language: A New Theoretical Framework for Understanding and Remediating Specific Language Impairment Usha Goswami, Ruth Cumming and Angela Wilson Centre for Neuroscience

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

DYSLEXIA. Difficulties Include: Erratic spelling Misreading, leading to comprehension difficulties. DISABILITY FACT SHEET Page 1 of 5

DYSLEXIA. Difficulties Include: Erratic spelling Misreading, leading to comprehension difficulties. DISABILITY FACT SHEET Page 1 of 5 DYSLEXIA Dyslexia is one of several distinct learning disabilities. Dyslexia is displayed by variable difficulty with different forms of language often including, in addition to problems with reading,

More information

Tier II: Secondary Intervention, Supplemental Reading Instruction. Three Tiered Model. Tier I : Impact of High Quality Classroom Instruction

Tier II: Secondary Intervention, Supplemental Reading Instruction. Three Tiered Model. Tier I : Impact of High Quality Classroom Instruction Three Tiered Model Assessment by response to intervention Tier 1 Provide classroom support Tier 2 Provide more intensive support Tier 3 Consider special education Monitor and evaluate at all stages Tier

More information

Benchmarks. Literacy and English. Draft, August 2016

Benchmarks. Literacy and English. Draft, August 2016 Benchmarks Literacy and English Draft, August 2016 Education Scotland Guidance on using the Benchmarks for Assessment August 2016 The two key resources which support teachers to plan learning, teaching

More information

Reading and writing processes in a neurolinguistic perspective

Reading and writing processes in a neurolinguistic perspective Reading and writing processes in a neurolinguistic perspective Contents The relation speech writing Reading and writing processes models Acquired disturbances of reading and writing Developmental disorders

More information

Reading Performance Task Teacher Instructions

Reading Performance Task Teacher Instructions Reading Performance Task Teacher Instructions Clifford the Big Red Dog Instructions for the Teacher The Clifford performance task centers on Norman Bridwell s Clifford the Big Red Dog, an illustrated text

More information

Practice Test for Special Education EC-12

Practice Test for Special Education EC-12 Practice Test for Special Education EC-12 1. The Individualized Educational Program (IEP) includes: A. Written evaluation B. Assessment tests C. Interviews 2. Learning disabilities include: A. Cerebral

More information

Quarterly Progress and Status Report. Language competence among cognitively non-disabled individuals with cerebral palsy

Quarterly Progress and Status Report. Language competence among cognitively non-disabled individuals with cerebral palsy Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Language competence among cognitively non-disabled individuals with cerebral palsy Magnuson, T. journal: TMH-QPSR volume: 37 number:

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Computerised Dyslexia Screening for 4 to 15 years. Administrator s Manual

Computerised Dyslexia Screening for 4 to 15 years. Administrator s Manual Computerised Dyslexia Screening for 4 to 15 years Administrator s Manual 4th Edition, February 2015 Lucid Rapid Administrator s Manual 4th Edition, February 2015 Lucid Rapid Copyright Lucid Innovations

More information