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

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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