Dyslexia Identification

Transcription

1 Dyslexia Identification Amy Doolan Education Specialist Region 4 Education Service Center Special Education Solutions 7145 West Tidwell Houston, TX of 14

2 International Dyslexia Association 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. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. IDEA CFR 300.8(c)(10) 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 in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. TEC (1) Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. What is Dyslexia in Texas? 1. in origin. 2. Difficulty at the level. 3. Underlying deficit in awareness. May also have difficulty with naming, and processing. 4. Difficulties are. 5. There may be consequences. 2 of 14

3 Domains to Assess Academic Letter knowledge (name and associated sound) Reading real and nonsense words in isolation Reading fluency (rate and accuracy) Reading comprehension Written Spelling Phonological/phonemic awareness Rapid naming Vocabulary Listening comprehension Oral expression Written Expression Handwriting Orthographic processing Mathematical reasoning Intelligence Cognitive Processes Additional Areas Phonological/Phonemic Awareness Impacts ability to: Learn letters and the sounds associated with letters and letter combinations Learn alphabetic principle Use the sounds of the letter and letter combinations to decode words and to accurately spell Difficulty with segmenting, blending, and manipulating sounds in words Rapid Naming The ability to retrieve verbal information quickly May or may not be weak in individuals with dyslexia Deficits in this area impact a student s ability to automatically name letters and read words and to read connected text at an appropriate rate Can affect reading comprehension Ability to form, store, and access orthographic representations Contributes to word identification Can most directly be measured by assessing a child s success in learning unfamiliar word-like letter strings Specific to printed words Unrelated to individual differences in visual ability 3 of 14

4 Informal Criterion Referenced Types of Data Curriculum Based Norm Referenced Orthographic Choice Homophone Choice Lexical Verification Word Likeness Choice Exception Word Reading Whole Word, Letter Cluster, and Letter Coding Tasks Tasks Commonly Used to Assess The student chooses the real word when presented with a pair of words that are phonologically similar but orthographically dissimilar. Example: Which is a word? (rane or rain) The student selects a word that is correct for the context from a pair of homophones. Example: Which is a number? (eight or ate) The examiner says a words and the student indicates which word is spelled correctly. Example: Street (street, streat) The student is presented a pair of pseudowords and identifies which one is more like a real word. Example: Which one is more like a real word? (keff, ffek) The student reads real words that violate phonically regular letter-sound correspondence rules. Example: (you, yacht) Whole Word: A word is presented for 1 second, then another word is presented. The student must indicate whether the second word matches the target word. Letter Cluster: A word is presented, then a group of letters. The student must indicate if the group of letters are in the same order as they appeared in the target word. Letter Coding: A word is presented, then a letter. The student must indicate if letter was in the target word. - Rathvon, 2004 Identification of Dyslexia A + B = C 4 of 14

5 Information from the Dyslexia Handbook, Revised 2007, Updated 2010 A. The pattern of weaknesses in a student with dyslexia will reflect one or more difficulties with low performance for the student s age and educational level in the following academic skills: Reading real words in isolation Decoding nonsense words Reading fluency (both rate and accuracy) Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia) B. Based on the data, if the committee determines weaknesses are indicated in the listed academic skills, then the committee will look next at the underlying cognitive processes for the difficulties seen in the student s word reading and written spelling. These academic difficulties in reading and written spelling will typically be the result of a deficit in phonological or phonemic awareness. The student may also demonstrate difficulties in other areas of cognitive processing, including one or more of the following: Rapid naming Orthographic processing If the student exhibits reading and written spelling difficulties and currently has appropriate phonological/phonemic processing, it is important to examine the student s history to determine if there is evidence of previous difficulty with phonological/phonemic awareness. NOTE: Because previous effective instruction in phonological/phonemic awareness may remediate phonological awareness skills in isolation, average phonological awareness scores alone do not rule out dyslexia. Ongoing phonological processing deficits can be exhibited in word reading and/or written spelling. C. If the committee determines the student exhibits weaknesses in reading and written spelling that are the result of a deficit in phonological/phonemic awareness, the committee will then examine the student s data to determine whether these difficulties are unexpected for the student in relation to the student s other cognitive abilities (the ability to learn in the absence of print) and unexpected in relation to the provision of effective classroom instruction. Many students with dyslexia will have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition. 5 of 14

6 Domains to Assess Identified in the Dyslexia Handbook (Updated 2010) Type of Data Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Written Spelling Informal Academic Skills to Assess Criterion Referenced Curriculum Based Norm Referenced Additional Areas that may be Assessed Type of Data Informal Criterion Referenced Curriculum Based Norm Referenced Vocabulary Listening Comprehension Oral Expression Written Expression Handwriting Orthographic Processing Intelligence 6 of 14

7 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Age Test/Subtest Range CELF 4 N Phonological Awareness Rapid Automatic Naming CTOPP N Blending Nonwords Blending Words Elision Phonological Awareness (Composite) Phoneme Reversal Type of Test: N=Norm Referenced C=Criterion Task Demand of Subtest Manipulate sounds that involve rhymes, phoneme and syllable segmentation and blending, syllable detection, and phoneme identification and manipulation. Name colors, shapes, and shape-color combinations as quickly as possible. Listen to a recording and combine separate sounds to make a non-word. Listen to a recording and combine separate sounds to make a word. Repeat a compound word then delete one of the words or sounds. Listen to a recording, repeat the non-word, then say it backwards to form a real word. Rapid Digit Naming Name the numbers on a page as quickly as possible. Rapid Letter Naming Name the letters on a page as quickly as possible. Rapid Naming (Composite) Segmenting Nonwords Listen to a recording, repeat the non-word, then say it one sound at a time. Segmenting Words Repeat a word, then say it one sound at a time. Point to the picture that corresponds to the word that Sound Meaning starts or ends with the same sound. DAB 3 N Alphabet/Word Know Read aloud letters/words. Phonemic Analysis Reading Comprehension Repeat a compound word and restate without one word or phoneme as indicated by examiner. Silently read short passage and respond to comprehension questions Spelling Spell phonemically regular words. DAS II N Phonological Process 5:0-12:11 Rapid Naming 5:0-17:11 The child rhymes, blends, segments, identifies, and deletes syllables, sounds, and phonemes in words The child names colors, pictures, and colored pictures as quickly as possible 7 of 14 Developed by Region 4 ESC 1

8 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Age Test/Subtest Range DIBELS C K- 6th gr Initial Sound Fluency Type of Test: N=Norm Referenced C=Criterion Task Demand of Subtest The examiner presents four pictures, names each picture, and then asks the child to identify (i.e., point to or say) the picture that begins with the sound produced by the examiner. Nonsense Word Fluency Letter Naming Fluency Students are presented with a page of upper- and lowercase letters and must name as many letters as possible The student is presented randomly ordered VC and CVC nonsense words and asked to verbally produce the individual letter sounds or verbally produce the whole nonsense word. Oral Reading Fluency Students read a passage aloud for one minute. Phoneme Segmentation The examiner orally presents words of three to four phonemes. The student verbally produces the individual phonemes for each word. For example, the examiner says "sat," and the student says "/s/ /a/ /t/". DRA C GDRT 2 N Letter/Word Recognition Read letters and words aloud Phonetic Analysis Meaningful Reading Phonological Awareness Rapid Naming GORT 4 N Accuracy Select sound heard at the beginning of a word from 4 letter choices & read pseudowords Provide a missing word from a passage in which the first letter is given Listen to word, repeat it, and delete phoneme or group of phonemes Name six letters and words in random order as quickly as possible Read passage aloud after listening to a prompt and answer multiple choice questions presented orally. The accuracy score is a conveted value based on number of errors. Oral Reading Comprehension Oral Reading Fluency (Composite) Rate Read passage aloud after listening to a prompt and answer multiple choice questions presented orally. The comprehension score is a conveted value based on the sum of correct answers. Read passage aloud after listening to a prompt and answer multiple choice questions presented orally. The rate score is a converted value based on the time it takes to read the story. 8 of 14 Developed by Region 4 ESC 2

9 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Age Test/Subtest Range GSRT Silent Reading Comp ITBS C Reading Comprehension Reading Vocabulary ITPA N 5:0-12:11 Type of Test: N=Norm Referenced C=Criterion Task Demand of Subtest Read passage silently and respond orally to five questions for each passage read. Sound Deletion Delete words, syllables, and phonemes from a spoken word Sight Decoding Sound Decoding Sight Spelling Sound Spelling Pronounce a list of printed words that contain irregualr parts Read aloud phonetically regular names of make-believe creatures Fill in the phonically irregular part of a printed word that is read aloud by examiner Fill in the part of the phonically regular nonsense word that is read aloud by examiner KTEA II N Naming Facility Name objects and colors and letters from a chart. Nonsense Word Decoding Read nonsense words. Point to letters, say the name or sound of letter, and read Letter & Word Recongnition regular and irregular words. Rhyme, match sounds, blend and segment sounds, and Phonological Awareness manipulate phonemes Read the list from the Letter and Word Recognition subtest Word Recognition Fluency as fast as possible in one minute. Read the list from the Nonsense Word Decoding subtest as Decoding Fluency fast as possble in one minute. Spelling Spell words dictated by examiner. Reading Comprehension NEPSY N Phonological Processing Speeded Naming TAPS 3 N Phonological Blending Look at the word and point to the picture, read short sentences and perform physical action, read passage and answer questions A two-part test that requires the child to identify words based on presented word segments and then create a new word by omitting or substituting word segments or phonemes. Name the size, shape, and color of familiar stimuli as quickly as possible. Listen as the examiner says sounds then say the word the sounds make. Phonological Segmentation Manipulate phonemes within words. 9 of 14 Developed by Region 4 ESC 3

10 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Age Test/Subtest Range TPRI C K-3rd gr Blending Phonemes Blending Word Parts Deleting Initial Sounds Graphophenemic Knowledge Letter Identification Letter to Sound Linking Phonemic Awareness Reading Fluency (WCPM) Reading Fluency Level Rhyming Word Reading Words Read Correctly TOC N Signs and Symbols 6:0-7:11 Type of Test: N=Norm Referenced C=Criterion Task Demand of Subtest After looking at a series of printed signs and symbols, the student tells what each sign signifies Grapheme Matching 6:0-7:11 Identify two identical figures in a row of five figures Homophone Choice 6:0-12:11 After looking at a picture, circle the word that matches the picture and is spelled correctly Punctuation 6:0-17:11 Student supplies the punctuation in preprinted sentences Abbreviations After being given a list of abbreviations, the student writes 8:0-17:11 what it means Letter Choice The student has two minutes to write in the letter that 8:0-17:11 correctly completes a word Word Scramble 8:0-17:11 After being shown sets of scrambled letters, the student has three minutes to reorder the letters into words Sight Spelling 8:0-17:11 Fill in the missing letter or letters to complete the word Word Choice 8:0-17:11 The examiner says a word while the student looks at three possible phonically regular spelling choices 10 of 14 Developed by Region 4 ESC 4

11 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Age Test/Subtest Range TOWRE N Phonemic Decoding Efficiency Type of Test: N=Norm Referenced C=Criterion Task Demand of Subtest Read list of non-words of increasing difficulty as fast as possible. Sight Word Efficiency Read list of words of increasing difficulty as fast as possible. Total Word Efficiency (Composite) TWS 4 N gr 1-12 Spelling Words are dictated to the examinee WIAT 3 N Early Reading Skills Oral Reading Fluency Subtest includes naming letters, sounds, rhyming, beginning sounds, ending sounds, and blending. Student reads passage aloud and answers comprehension questions. Pseudoword Decoding Student reads nonsense words aloud. Reading Comprehension Student reads passage and orally answers questions. Spelling Spelling of letter sounds and single words. Word Reading Student reads single words aloud. WJ III Achievement N Letter-Word Identification Identify letters and words. Point to picture,read a short passage and identify missing Passage Comprehension word. Reading Comprehension (Cluster) Passage Comprehension & Reading Vocabulary Reading Vocabulary Identify synonyms, antonyms, and analogies. Sound Awareness Rhyming, remove part of a compound word or letter sound, substitute a word, word ending or letter sound, reverse compound word or letter sound Spelling Write orally presented words. Spelling of Sounds Write single letters of sounds and listen to recording to spell letter combinations. Word Attack Decode nonsense words. WJ III Cognitive N Integrate and say whole words after hearing phonemes Sound Blending and part syllables from a recording. Incomplete Words Identify words with missing phonemes. Rapid Picture Naming Rapidly recognize objects, then retrieve and articulate their names. 11 of 14 Developed by Region 4 ESC 5

12 Tests for Dyslexia Identification Type of Test Letter Knowledge Reading Real Words Reading Nonsense Words Reading Fluency Rate Reading Fluency Accuracy Reading Comprehension Written Spelling Phon Awareness (Ga:Analysis) Phon Awareness (Ga:Synthesis) Rapid Naming (Glr:Naming Facility) Type of Test: N=Norm Referenced C=Criterion Age Test/Subtest Range Task Demand of Subtest WJ III DRB N Letter-Word ID Identify letters and words. Passage Comprehension Word Attack Decode nonsense words Point to picture and read a short passage and identify missing word. Reading Vocabulary Identify synonyms, antonyms, and analogies. Write single letters of sounds and listen to recording to Spelling of Sounds spell letter combinations. Rhyming, remove part of a compound word or letter Sound Awareness sound, substitute a word, word ending or letter sound, reverse compound word or letter sound. Integrate and say whole words after hearing phonemes Sound Blending and part syllables from a recording. WRMT N Name a random selection of upper and lower case letters Letter Identification that are written in a variety of fonts. Read passages silently, then fill in the blanks to Passage Comprehension demonstrate understanding. A checklist used to identify which letters the student can Sound Identification name by sound Word Attack Read words that are not real. Word Identification Read words in a list format aloud. TESTS CAS - Das Naglieri Cognitive Assessment System CELF-4 Clinical Evaluation of Language Fundamentals CTOPP Comprehensive Tests of Phonological Processing DAB 3 - Diagnostic Achievement Battery DAS II - Differential Abilities Scale DIBELS Dynamic Indicators of Basic Early Literacy Skills DRA - Developmental Reading Assessment GDRT 2 - Gray Diagnostic Reading Test GORT 4 - Gray Oral Reading Test GSRT 2 - Gray Silent Reading Test ITBS Iowa Tests of Basic Skills ITPA - Illinois Test of Psycholinguistic Abilities KTEA-II Kaufman Test of Educational Achievement NEPSY-II - A Developmental Neuropsychological Assessment TAPS 3 - Test of Auditory Processing Skills TPRI - Texas Primary Reading Inventory TOC - Test of Orthographic Competence TOWRE Test of Word Reading Efficiency TWS 4 - Test of Written Spelling WIAT 3 - Wechsler Individual Achievement Test WJ III Achievement Woodcock Johnson III Tests of Achievement WJ III Cognitive Woodcock Johnson III Tests of Cognitive Abilities WJ III DRB - Woodcock Johnson Diagnostic Reading Battery WRMT Woodcock Reading Mastery Test 12 of 14 Developed by Region 4 ESC 6

13 Analyzing Cognitive Processing Data in Considering Diagnosis of Dyslexia May be weak May be weak May be weak Primary Cause of Difficulty May be weak Scores Narrow Ability Broad Ability Language Development Lexical Knowledge Listening Ability General Knowledge Induction General Sequential Reasoning Quantitative Reasoning Memory Span Working Memory Perceptual Speed Number Facility Speed of Reasoning Gc Gf Gsm Gs Glr Ga Learning Ability Learning Ability Ideational Fluency Naming Facility Free Recall Meaningful Memory Associative Memory Phonetic Coding: Analysis Phonetic Coding: Synthesis Sound Discrimination Spatial Relations Visualization Visual Memory Closure Speed Gv Spatial Scanning Flexibility of Closure Created by Region 4 ESC 13 of 14

14 Once it is determined that a student has dyslexia, the school district or charter school shall provide an appropriate instructional program for the student as required by TEC Components of instruction, as appropriate for the reading needs of the student, include the following: Phonemic awareness instruction that enables students to detect, segment, blend, and manipulate sounds in spoken language Graphophonemic knowledge (phonics) instruction that takes advantage of the letter-sound plan in which words that carry meaning are made of sounds, and sounds are written with letters in the right order (Students with this understanding can blend sounds associated with letters into words and can separate words into component sounds for spelling and writing.) Language structure instruction that encompasses morphology (the study of meaningful units of language such as prefixes, suffixes, and roots), semantics (ways that language conveys meaning), syntax (sentence structure), and pragmatics (how to use language in a particular context) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are the carriers of meaning Strategy-oriented instruction in the strategies students use for decoding, encoding, word recognition, fluency, and comprehension that students need to become independent readers 14 of 14