Dyslexia Assessment: Looking at all the Angles Region 2 Education Service Center November 1, 2005...

Dyslexia Assessment:

Looking at all the Angles

Region 2Education Service Center

November 1, 2005

Brenda TaylorState Dyslexia Consultant

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Why Evaluate for Dyslexia?

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Dyslexia HandbookProcedures:

Students enrolling in public schools in Texas shall be assessed for dyslexia and related disorders at appropriate times (TEC §38.003(a)).

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Dyslexia Handbook

Procedures:Appropriate time depends upon multiple factors

including:

Student’s reading performance Reading difficulties Poor response to additional reading instruction (if

placed in additional reading instruction) Teachers’ input Parents’ input

Appropriate time is early – The earlier the better

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Individuals with Disabilities Education Improvement Act of

2004

Proposed §300.304(c)(6): In evaluating each child with a disability under §§300.304 – 300.306 (Evaluation Procedures), the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified.

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Comment section:

Thus, proposed §300.304(c)(6) would emphasize the direct link between the evaluation and the IEP processes and should ensure that the evaluation is sufficiently comprehensive to inform the development of the child’s IEP.

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Diagnosis of Dyslexia by Regina Cicci,

IDA Journal PERSPECTIVES, Fall, 1989, Vol. 15 No. 4

“A good diagnosis is essential for a child with dyslexia or any other kind of learning disability. …a diagnosis leads to a treatment plan or an evaluation leads to recommendations for teaching intervention.”

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Defining Dyslexia: Texas Education Code §38.003:

A disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. (pg. 1, 44)

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2003 Definition of DyslexiaDyslexia 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.

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Dyslexia is a specific learning disability

In contrast to the more general term learning disabilities

More defined in terms of cognitive characteristics

Reading disabilities affect at least 80% of the LD population – most prevalent type of learning disability

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…..that is neurological in origin.

Converging evidence using functional brain imaging in adult dyslexic readers show a failure of left hemisphere posterior brain systems to function properly during reading

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Brain Systems for Reading

Occipito-temporal

(word form)

Parieto-temporal

(word analysis)

Broca’s area

Inferior frontal gyrus

(articulation/word analysis)

Sally Shaywitz, Overcoming Dyslexia, 2003

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A neural signature for dyslexia: Underactivation of

neural systems in the back of the brain

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Dyslexic readers use compensatory

systems to read

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Effective reading interventions

result in brain repair

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These difficulties typically result from a deficit in the phonological component of language.....

In order to read, a child has to: develop the insight that spoken words can

be pulled apart into phonemes and

that the letters in a written word represent these sounds.

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Phonology – refers to the sounds and sound sequences that we process and/or produce

Semantics – knowledge of specific words and their meanings

Syntax – methodology of joining words to form meaningful sentences, incorporating the rules of grammar

Discourse – language that goes beyond the sentence level (i.e., passages and paragraphs)

Language Language LadderLadder

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READING

Decoding

Word Identification

Comprehension

Meaning

DYSLEXIA

Language System Reading

Discourse

Syntax

Semantics

Phonology Decoding

Comprehension

]

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....that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

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CharacteristicsIt is characterized by: Difficulties with accurate and/or fluent

word recognition

Poor spelling

Poor decoding abilities

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OutcomesSecondary consequences may include:

Problems in reading comprehension

Reduced reading experience that can impede growth of vocabulary and background knowledge.

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Research: The Connecticut Longitudinal Study Drs. Bennett and Sally Shaywitz

24 randomly chosen Connecticut public schools during 1983-1984 school year

445 children enrolled in study who have been regularly monitored

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Findings: There is an unbroken continuum of

reading ability and reading disability – referred to as a dimensional model.

Reading difficulties affect approximately one child in five.

No significant difference in prevalence of reading disabilities for boys and girls

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Dyslexia is not only common, but it is persistent – it does not represent a temporary lag in reading development.

If a child is dyslexic early in school, that child will continue to experience reading problems unless he is provided with a scientifically based, proven intervention.

Phonemic awareness is the best predictor of the ability to read words accurately and quickly.

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Assessment: Understanding the Process

Districts must establish written procedures

Procedures begin when students continue to struggle with one or more components or reading

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Data Gathering Must collect additional information about

the student

Information used to: Evaluate the student’s academic progress

Determine actions needed for student’s improved academic performance

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Data Gathering

Vision/hearing Teacher reports Basal series reading

assessments Accommodations/

Modifications (classroom teacher)

Academic progress reports

Samples of school work

Parent conferences Testing for LEP Speech/language

(referral process) K-2 reading

instrument State assessment

results

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Data Gathering Information:

About the student

From student’s cumulative folder

Teacher’s observations/accommodations

Parent

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Data Gathering Example: Alice/5th grade student

Attended a transitional program between kindergarten and first grade

First grade: parent conference documentation indicating difficulties with phonics and reading; TPRI - SD in 3 out of 4 phonemic awareness skills

Second grade: TPRI indicates SD in the majority of areas assessed

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Data Gathering: Example

Teacher information: Difficulty with aspects of reading

comprehension Listening comprehension stronger

than reading comprehension Difficulty with spelling

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Data Gathering: Example

Parent information: Family history for reading difficulties Student has received private tutoring

during the summers

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Data Gathering

District may recommend for assessment for dyslexia IF:

Poor performance in reading UNEXPECTED for student’s age/grade

Characteristics of dyslexia

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Procedures for Assessment Notify parents or guardians of proposal to

assess student for dyslexia (§504) Inform parents or guardians of their rights

under §504 Obtain parent permission to assess the

student for dyslexia; and Administer measures only by individuals

/professionals who are trained in assessment to evaluate students for dyslexia and related disorders (19 TAC §74.28)

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Dyslexia Handbook: Characteristics

Difficulty reading single words in isolation;

Difficulty accurately decoding nonsense or unfamiliar words;

Slow, inaccurate, or labored oral reading (lack of reading fluency); and/or

Difficulty with learning to spell

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Difficulties are the result of: Difficulty with the development of

phonological awareness

Difficulty learning the names of letters and their associated sounds

Difficulty with phonological memory

Difficulty with rapid naming

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Phonological AwarenessRhyming/alliteration

Words in a sentenceSyllable

Onset-RimePhonemes

IsolationBlendingSegmentationDeletionAdditionSubstitution

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Rapid Naming Effective retrieval of phonological

information from memory

Has been found as another core deficit in development dyslexia

Predictive of reading fluency and rate

Tested on timed tasks

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Sample of a rapid naming task:

3 7 5 8 4 3 7 58

5 9 8 4 3 5 9 84

7 4 9 5 3 7 4 95

4 5 3 9 7 4 5 39

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Students who have double deficits – that is, deficits in both rapid naming and phonological awareness – have the most pronounced reading impairments and are the most resistant to intervention.

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Phonological Memory Refers to coding information phonologically for

temporary storage in working or short-term memory

Phonological coding in working memory is potentially more useful when attempting to decode new words, particularly words that are long enough to decode bit by bit, as a means of storing intermediate sounds

Phonological memory deficits can constrain the ability to learn new written and spoken vocabulary

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Domains to Assess Reading single words in isolation Word decoding (real and nonwords) Phonological awareness Letter knowledge (name and associated

sound) Rapid naming Fluency/rate and accuracy Reading comprehension spelling

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Assessment: Instruments

Validated for specific purpose for which they are used

Tailored to assess specific areas of educational need; not to provide a single general intelligence quotient

Selected and administered so results accurately reflect student’s aptitude or achievement level

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Assessment: Instruments Include multiple measures of a

student’s reading abilities

Be administered by trained personnel and in conformance with the instructions provided by the producer of the evaluation materials(§504)

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Possible Instruments Reading single words in isolation

Wide Range Achievement Test 3 (WRAT-3) Wechsler Individual Achievement Test – 2nd Edition

(WIAT-II) Word Reading Woodcock-Johnson III Tests of Achievement (WJ-III)

Letter-Word Identification Woodcock Reading Mastery Test – Revised (WRMT-

R) Letter-Word Identification Kaufman Test of Educational Achievement-2nd

Edition (KTEA-II) Letter and Word Reading Illinois Test of Psycholinguistic Abilities – 3rd Edition

(ITPA-3) Sight Decoding

NOTE: This is not an all inclusive, approved or recommended list

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Possible Instruments

Word Decoding WIAT-II Pseudoword Decoding WJ-III & WRMT-R Word Attack KTEA-II Nonsense Word Decoding Phonological Awareness Test (PAT) Decoding Skills Test (ITPA-3) Sound Decoding


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Possible Instruments Phonological Awareness

Phonological Awareness Test (PAT) Comprehensive Test of Phonological

Processing (CTOPP) Lindamood Auditory Conceptualization

Test – 3rd Edition (LAC-3) ITPA-3 Sound Deletion/Phonology

Composite Test of Auditory Analysis Skills


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Letter Knowledge Informal: alphabet; identify letter names

and associated sound WRMT-R Letter Identification and

Supplementary Letter Checklist PAT Graphemes Subtest


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Rapid Naming CTOPP KTEA-II Rapid Automatized Naming Rapid Automatized Naming and Rapid

Alternating Stimulus Tests (RAN/RAS) WJ-III Rapid Picture Naming


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Possible Instruments Fluency/Rate and Accuracy:

Gray Oral Reading Test – 4th Edition (GORT-4)

WJ-III Reading Fluency Test of Word Reading Efficiency (TOWRE) KTEA-II Timed Word Recognition

and Timed Nonsense Word Decoding


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Possible Instruments Reading Comprehension:

WIAT-II Reading Comprehension WJ-III & WRMT-R Passage

Comprehension KTEA-II Reading Comprehension GORT-4 Comprehension Gray Silent Reading Test (GSRT) ITPA-3 Sentence Sequencing


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Possible Instruments Spelling:

WRAT-3 WIAT-II Spelling WJ-III Spelling, Spelling of

Sounds Test of Written Spelling – 4th Edition (TWS-

4) KTEA-II Spelling ITPA-3 Sight Spelling, Sound

Spelling


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Orthographic Processing:

Orthography refers to how spoken words are represented in written language.

With repeated encounters, the reader builds an orthographic memory (i.e., memory for patterns of written language) of words so that eventually he or she instantly recognizes the words without having to sound them out.

Orthographic awareness is the ability to perceive and recall letters, letter strings, and words.

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Test for Orthographic Processing: Process Assessment of the Learner: Test

Battery for Reading and Writing (PAL) Subtests:

Receptive Coding - Child’s ability to code written words into short-term memory

Word Choice – Representation of written words in long-term memory

Test published by Psychological Corporation

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Receptive Coding

good

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food

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good

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well

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le

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telescope

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sc

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Word Choice

was wuz whas

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Simple View of Reading: Word Reading Skills

List

en

ing

Com

pre

hen

sion Poor Good

Poor

Good Dyslexia Other

Language-learning deficit

Hyperlexia

Children vary on a continuum of reading ability

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Differential DiagnosisGood evidence for three forms of disabilityin reading that

co-occur and occur in isolation

1. Word recognition2. Comprehension3. Fluency

Dr. Jack Fletcher, 9-03

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Word Recognition Subgroup Most common and best understood form

of learning disability (Dyslexia) Primary deficit in the phonological

component of language Reading impairment at the level of

single-word decoding Other components of language system

intact (e.g., syntax, semantics)

Dr. Sally Shaywitz, 1998

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Reading Comprehension Subgroup

Most children with word level disorders have varying degrees of difficulty with comprehension

Subset with intact word recognition and deficient comprehension estimated as high as 5-10%

More apparent in older students Basis is in oral language development

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Reading Comprehension Subgroup Weaknesses:

Vocabulary and understanding of syntax

Inferencing Text integration Working memory Metacognitive skills

Parallel comprehension problems observed at the level of discourse

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Reading Fluency Subgroup Rate deficit in children who are accurate

word readers

Related to rapid automatized naming

Dissociations of accuracy and speed commonly observed in children with ADHD as well as brain injury.

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Language-Learning Disability/Deficit Primary deficit involves all aspects of

language, both phonologic and semantic-syntactic

Reading difficulty at the level of both decoding and comprehension

Prominent language difficulties

Dr. Sally Shaywitz, 1998

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Hyperlexia Early intense interest in words and letters Exceptional word-recognition ability,

apparent by the age of five years Very poor comprehension Disordered language development,

especially affecting aural comprehension Deficits in reasoning and abstract

problem-solving Behavioral atypicalities affecting

interpersonal relationshipsDr. Sally Shaywitz, 1998

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IMPORTANTTests Do Not Evaluate

People Do

Knowledge of Evaluator(s) & Team of Knowledgeable

PersonsIs More Important

ThanThe Tools Used

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Team/Committee of Knowledgeable Persons Knowledgeable about

The student being assessed; Reading; Dyslexia and related disorders; District, state, and federal guidelines for

assessment; The assessments used; and The meaning of the collected data

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Team/Committee of Knowledgeable Persons Determines Dyslexia

Observations of teacher, district staff, and/or parent

Data Gathered – including Classroom inventories & measures Information from students cumulative folder

Results of assessments administered All data related to the student’s

educational needs

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Team/Committee Must Consider Student’s UNEXPECTED lack of appropriate

academic progress;

Student exhibiting characteristics associated with dyslexia;

Student having adequate intelligence, the ability to learn

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Team/Committee Must Consider

Student having received conventional instruction;

Lack of progress not due to sociocultural factors such as language differences, inconsistent attendance, and lack of experiential background.

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State Law Requires Procedures for identifying a student with

dyslexia

Access to services of a teacher trained in dyslexia and related services

Provide “treatment” – teaching of any student determined to have dyslexia

TEC 38.003 & TAC 74.28

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Section 504 Assessment/Identification

Interventions/Placement

Procedural right for appeal

Periodic Re-evaluation

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Special Education

A student with dyslexia MAY be served under IDEA

If the student meets the definition of “disabled” under IDEA [dyslexia in and of itself is not a disability condition under IDEA]

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Special Education If placed in special education the ARD

Committee must include appropriate reading instruction on the student’s IEP [descriptors listed in the Dyslexia Handbook]

Teachers who provide appropriate instruction for students with dyslexia must be trained in instructional strategies that utilize individualized, intensive, multisensory, phonetic methods and a variety of writing and spelling components (19 TAC §74.28)

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CASE STUDIES

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Case Study: Alice/5th Grader

CTOPP:Phonological Awareness: 85Phonological Memory: 103Rapid Naming: 91

Alphabet: No difficulty

Consonant sounds: 19/21

Short-vowel sounds: 1/5

WIAT-II: Listening Comprehension 105 Word Reading: 77 Reading Comprehension 77 Pseudoword Reading 67 Spelling 83

GORT-4: Rate: 6 Accuracy: 5 Fluency: 4 Comprehension 12

Dyslexic?

Yes

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Case study: Scott/4th gradeCTOPP:

Phonological Awareness: 85Phonological Memory: 97Rapid Naming: 76

Alphabet: no difficulty



OWLS: Listening Comprehension: 104WIAT-II:

Word Reading: 73

Reading Comprehension98

Pseudoword Reading 89

Spelling 75

GORT-4

Rate: 4

Accuracy: 5

Fluency: 3

Dyslexic?

Yes

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Case study: Josh/5th grade

CTOPP:Phonological Awareness: 100Phonological Memory: 88Rapid Naming: 88

Alphabet: no difficulty



WIAT-II:

Listening Comprehension107

Word Reading: 103


Pseudoword Reading 101

Spelling 102

GORT-4

Rate:12

Accuracy: 11

Fluency: 11

Dyslexic?

No

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Case study: Kathy/2nd grade

CTOPP:Phonological Memory: 97Rapid Naming: 88 Alphabet: no difficulty


Short-vowel sounds: 5/5WIAT-II:


ITPA-3

Semantics 121

Grammar 118

Phonology 109

Comprehension 85

Word Identification 82

Spelling 97

Sight-Symbol Processing 85

Sound-Symbol Processing 94

Dyslexic?

Process of the Learner (PAL)

Receptive Coding – Deficient

Word Choice - Deficient

Yes; characteristics of dyslexia

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Case study: Betty/5th grade

CTOPP:Phonological Awareness: 73Phonological Memory:

76Rapid Naming: unable to obtain

Alphabet: unable to recite or write

Naming lower case letter: 25/26


Short-vowel sounds: 5/5WIAT-II:

Reading Comprehension 86

Word Reading 78

Pseudoword Decoding 82

Spelling 80

ITPA-3

Semantics 88

Grammar 91

Phonology 76

Comprehension 73

Word Identification 73

Spelling 76

Sight-Symbol Processing 73

Sound-Symbol Processing 76

Spoken Language Composite83 Dyslexic?

WISC-III

Verbal Comprehension Index 85

Full Scale IQ 89

No

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Dyslexia

• The differences are personal

• The diagnosis is clinical

• The treatment is educational

• The understanding is scientific

The Many Faces of Dyslexia by Margaret Rawson

Dyslexia Assessment: Looking at all the Angles Region 2 Education Service Center November 1, 2005...

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