Identifying dyslexia and other learning problems using LASS
|
|
- Jessie Haynes
- 7 years ago
- Views:
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
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 information7. 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 informationSPECIFIC 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 informationDyslexia/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 informationDuncombe 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 informationTHE 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 informationComprehensive 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 informationLEARNING 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 informationWorking 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 informationOCR 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 informationThere 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 informationFact 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 informationOffice 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 informationAdopted 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 informationSPECIFIC 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 informationThere 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 informationLearning 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 informationQUEEN 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 informationReading 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 informationModerate 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 informationChildren / 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 informationLearning 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 informationReading, 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 informationDr. 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 informationReading 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 informationAsset 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 informationDR. PAT MOSSMAN Tutoring
DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is
More informationFrequently 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 informationTechnical 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 informationDUBAI 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 informationSPECIFIC 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 informationDyslexia 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 informationThe child is given oral, "trivia"- style. general information questions. Scoring is pass/fail.
WISC Subscales (WISC-IV shown at bottom with differences noted) Verbal Subscales What is Asked or Done What it Means or Measures Information (Supplemental in WISC-IV) The child is given oral, "trivia"-
More informationAreas 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 informationSt 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 informationINTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
More informationDevelopmental Verbal Dyspraxia Nuffield Approach
Developmental Verbal Dyspraxia Nuffield Approach Pam Williams, Consultant Speech & Language Therapist Nuffield Hearing & Speech Centre RNTNE Hospital, London, Uk Outline of session Speech & language difficulties
More informationFunctional Auditory Performance Indicators (FAPI)
Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,
More informationYear 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 informationPractice 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 informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationHaberdashers Adams Federation Schools
Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
More information1. Overview of the Supplementary Admissions Route...2
CONTENTS 1. Overview of the Supplementary Admissions Route...2 2. How to Make a Supplementary Admission Application...3 3. Assessment of Documentation... 4 4. Medical Evidence Form... 5 5. Reports from
More informationBA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics
The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty
More informationGUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT
Children, Schools & Families Directorate Tel 020 7974 6500 Fax 020 7974 6501 Email SEN.Enquiries@camden.gov.uk GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT FOR CHILDREN AND YOUNG PEOPLE
More informationInteraction and communication
Android tablets to support students with special educational needs and disabilities and inclusive education. This article explores some of the benefits of using tablets in school for pupils with special
More informationThe benefits of using presentation software in the classroom include:
NCTE ICT in the Classroom Presentation software - focus on literacy & numeracy (Primary) Ref: 12-11 Introduction The purpose of this document is to provide an overview of the benefits of using presentation
More informationCentral Auditory System
Auditory Processing Disorder Sarah (King) Zlomke, Au.D., CCC-A September 16, 2011 Kansas Speech-Language-Hearing Association Conference Auditory processing is not only what we hear, it is how we process
More informationREADING 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 informationWhy do some people have dyslexia? Evidence suggests that dyslexia results from differences in how the brain processes written and/or verbal language.
Dyslexia What is dyslexia? Dyslexia is a learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling. It has many underlying causes that are
More informationChildren who stammer. Also known as stuttering or dysfluency General information
Children who stammer Also known as stuttering or dysfluency General information Stammering varies with the individual child, but some common features are: Repetition of whole words, for example, When,
More informationInterpretive Report of WAIS IV Testing. Test Administered WAIS-IV (9/1/2008) Age at Testing 40 years 8 months Retest? No
Interpretive Report of WAIS IV Testing Examinee and Testing Information Examinee Name Date of Report 9/4/2011 Examinee ID Years of Education 18 Date of Birth 12/7/1967 Home Language English Gender Female
More informationDyslexia Certificate Program Level 1 Winter/Spring 2016
Dyslexia Certificate Program Level 1 Winter/Spring 2016 BACKGROUND & PHILOSOPHY It is estimated that 10 15 percent of the general population has a reading based learning disability. Of those individuals,
More informationReading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment
Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,
More informationAccommodating 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 informationThe 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 informationThe test uses age norms (national) and grade norms (national) to calculate scores and compare students of the same age or grade.
Reading the CogAT Report for Parents The CogAT Test measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which
More informationThe Importance of Phonics: Securing Confident Reading
The Importance of Phonics: Securing Confident Reading 1. Literacy levels in England: what s happening now? After seven years of primary education, one in six 11 year olds still struggles to read. The 2011
More informationUNDERSTANDING ASSESSMENT How, when & why we assess your child
UNDERSTANDING ASSESSMENT How, when & why we assess your child REPORTING TO PARENTS We report to parents throughout the school year, so that you have a clear picture of how your child is progressing. For
More informationQuarterly 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 informationDifferentiated Strategies to Promote Inclusion
Differentiated Strategies to Promote Inclusion By Adewunmi Payne-Akinhanmi At The Bett Show EXCEL London UK Thursday 22 nd January 2015 What is differentiation? Differentiation- Differentiation is a combination
More information888.924.7257 www.palsmarketplace.com
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
More information3030. Eligibility Criteria.
3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department
More informationCategories 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 informationDYSLEXIA SUPPORT PACK (Revised)
P a g e 1 Children and Community DYSLEXIA SUPPORT PACK (Revised) 2010 P a g e 2 Dyslexia in 2010 Consider dyslexia as a dimension rather than a clear cut diagnostic category Dyslexia can be seen as a behavioural
More informationMeeting the Needs of Students with Special. Educational Needs through Individualised. Planning (Post- Primary) Case Study 1: Peter
Special Education Support Service Meeting the Needs of Students with Special Educational Needs through Individualised Planning (Post- Primary) Case Study 1: Peter Special Education Support Service, Cork
More informationPatterns of Strengths and Weaknesses in L.D. Identification
Patterns of Strengths and Weaknesses in L.D. Identification October 3, 2013 Jody Conrad, M.S., N.C.S.P School Psychologist, SOESD Definitions of SLD Federal and State A disorder in one or more basic psychological
More informationQuick guide to autism
Quick guide to autism What it looks like and how you can help What is autism spectrum disorder (ASD)? ASD is a lifelong neurodevelopmental disorder We don t know what causes ASD but we do know genetics
More informationPhonics and Word Work
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
More informationLiteracy and Numeracy for Learning and Life
Literacy and Numeracy for Learning and Life Literacy Session 3 Deaf and Hard of Hearing Literacy and Numeracy for Learning and Life Outline 1 big picture understanding 2 good assessment 3 focused and purposeful
More informationAlignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition
Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards
More informationRecommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities
LEARNING DISABILITIES ASSOCIATION OF ONTARIO Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities Diagnosis of Learning Disabilities Accurate diagnosis of learning
More informationThe National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
More informationLearning Support Assistant
Learning Support Assistant Reviewed: February 2014. Reports to: Lead / Principle Teaching Assistant. Purpose of Role: To work under the direct instruction of teaching staff, usually in the classroom with
More informationPRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to
Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to
More informationOptions 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 informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationPolicy/Program Memorandum No. 8
Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationNFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
More informationThe School Chess Club
The School Chess Club Produced by the English Chess Federation In conjunction with the Department for Education and Skills The School Chess Club Why teach chess in schools? Introduction The game of chess
More informationONLINE COURSE DESIGN FOR APPRENTICES WITH LEARNING DISABILITIES. Ruth McGillivray
ONLINE COURSE DESIGN FOR APPRENTICES WITH LEARNING DISABILITIES Ruth McGillivray Overview LDs and accommodations LD prevalence Access to accommodations Study & Results Accessibility and UDL Implications
More informationsynthetic phonics teaching? Rhona Johnston and Joyce Watson Department of Psychology University of Hull r.s.johnston@hull.ac.uk
What are the benefits of synthetic phonics teaching? Rhona Johnston and Joyce Watson Department of Psychology University of Hull r.s.johnston@hull.ac.uk Our studies of analytic and synthetic phonics From
More informationENGLISH LANGUAGE LEARNERS * * Adapted from March 2004 NJ DOE presentation by Peggy Freedson-Gonzalez
ENGLISH LANGUAGE LEARNERS * * Adapted from March 2004 NJ DOE presentation by Peggy Freedson-Gonzalez NJ DEMOGRAPHICS As of 2001, NJ ranked 7 th in % of limited- English-speaking residents 42% increase
More information25 CHARACTERISTICS OF DYSLEXIA & RELATED DISORDERS Dr. Charles L. Shedd
Signals of Learning Disabilities at Various Developmental Stages Joyce S. Pickering, B.S., L.S.H./C.C.C., M.A. Shelton School and Evaluation Center, Dallas, TX The earliest articles related to learning
More informationChris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory
Chris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory WHO AM I? WHAT DO I DO? Psychologist at the Clinic for Attention, Learning, and Memory CALM Work with children, adolescents,
More informationDyspraxia Foundation USA
Dyspraxia Foundation USA Presentation to The US Department of Education September 19, 2014 I. Introduction Agenda Dyspraxia USA II. III. IV. What is Developmental Coordination Disorder (DCD)/Dyspraxia
More informationALBUQUERQUE PUBLIC SCHOOLS
ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008
More informationLiteracyPlanet & the Australian Curriculum: Pre-School
LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet
More informationMathematics Policy. Mathematics Policy
Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand
More informationWave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates
Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading
More informationDyslexia Guide for Legal Professionals
Dyslexia Guide for Legal Professionals The Facts The Law Society Lawyers with Disabilities Division has approximately 13% of its members who have dyslexia, which is in line with an estimated 10% of the
More informationAssessment Policy. 1 Introduction. 2 Background
Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with
More informationAutism and Intellectual Disabilities
Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Learning Disabilities AASEP s Staff Development Course LEARNING DISABILITIES Copyright AASEP (2006) 1 of 7 Objectives To understand what is a learning disability
More informationIntegrated Visual and Auditory (IVA) Continuous Performance Test
DISCLAIMER The information contained within this document does not constitute medical advice or diagnosis and is intended for education and information purposes only. It was current at the time of publication
More informationEssentials of WAIS-IV Assessment
Question from chapter 1 Essentials of WAIS-IV Assessment 1) The Binet-Simon Scale was the first to include age levels. a) 1878 b) 1898 c) 1908 d) 1928 2) The Wechsler-Bellevue Intelligence Scale had as
More informationLEARNING DISABILITIES
LEARNING DISABILITIES True or False?? Learning disabilities are considered invisible disabilities? More girls are diagnosed with LD than boys Ritalin, a common treatment, is a stimulant, it is a cure.
More informationHow to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
More informationLiteracy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1
Literacy Guide for Secondary Schools 2012-2013 National Literacy Trust, August 2012 1 Contents Contents Reading for enjoyment and wider reading Page 3 Developing teachers approach to reading Page 5 Supporting
More information