Report Writing & Interpretation Institute Day 3 Criselda...“I was, on the whole, considerably...

Day 3

Report Writing &

Interpretation

Dr. Criselda Alvarado---Karin Marshall 1

“I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.”

“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”

“Attitude is a little thing that makes a big difference.”

"Continuous effort, not strength or intelligence is the key to unlocking our potential“ -Winston Churchill

“Difficulties mastered are opportunities won. ”

http://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=XtAxw5Kp0CgskM&tbnid=qp5CW-5qEcoWZM:&ved=0CAgQjRw&url=http://cataids.wordpress.com/2011/03/01/winston-churchill/&ei=8XiPU9O0O9KXqAbapoHQAQ&psig=AFQjCNGWJA6b1AZHuvipy4EHo5iziOA_lA&ust=1401997938029028

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More to know: The impact of socio-economic factors on language learning

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Oral Language Development

From age 3 onward [a child] should build a vocabulary store of at least 2,500 words per year. [He/she] should encounter and explore at least 2 new words each day.

Roskos, Tabors, & Lenhart (2004), p. 1.

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Biemiller, 2001

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Studies, that have examined the relation

between language development and socio

economic status, reveal that socio economic

status has dramatic effects on cumulative

vocabulary development. (Hart and Risley,

1995)

Having data related to socio economic status

may help in determining whether the

student’s struggles with reading are due to a

lack of opportunity or a reading disability,

including dyslexia.

Dr. Criselda Alvarado---Karin Marshall

Poverty Rates by Race/Ethnicity &

Linguistic Diversity

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Location White Black Hispanic Other Total

United

States 13% 35% 33% 22% 20%

Texas 12% 29% 33% 14% 23%

ELL students are more likely to live in a low-income household: in 2007, 66% of ELLs had a family income below 200% of the federal poverty level, compared to 37% of non-ELL Hispanic youths.

EPE Research Center. (2009). Analysis of the U.S. Census Bureau’s American Community Survey (2005-2007).


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State Regs


• Texas Education Code (TEC) §38.003

• defines dyslexia and related disorders,

• mandates testing students for dyslexia,

• providing instruction for students with dyslexia, and

• gives the State Board of Education (SBOE) authority to adopt

rules and standards for administering testing and instruction.

• TEC §7.028(b) relegates the responsibility for school

compliance with the requirements for state educational programs

to the local school board.

• Chapter 19 of the Texas Administrative Code (TAC) §74.28

outlines the responsibilities of districts and charter schools in the

delivery of services to students with dyslexia.

• The Rehabilitation Act of 1973, §504, establishes assessment

and evaluation standards and procedures for students (34 C.F.R.

Part 104).

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The new legislation includes the following:

• • TEC §21.044(c)(2) outlines the curriculum

requirement for institutions of higher education for

teacher preparation to include the characteristics of

dyslexia, identification of dyslexia, and

multisensory strategies for teaching students with

dyslexia.

• •TEC §21.054(b) and TAC §232.11 mandate

continuing education requirements for educators

who teach students with dyslexia.

• TEC §28.021(b) establishes guidelines to districts

based on best practices when considering factors for

promotion and the student identified with dyslexia.

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• TEC §38.003(b-1) (specific to K-12) and TEC §51.9701

(specific to institutions of higher education) both mandate

that a student identified with dyslexia may not be retested

for dyslexia for the purpose of reassessing that student’s

need for accommodations until the district/institution of

higher education reevaluates the information obtained from

previous testing of the student.

• TEC §38.0031 establishes the online technology tool for

students identified with dyslexia.

• •TEC §42.006(a-1) mandates the collection of data for

students identified with dyslexia to be reported in the

Public Education Information Management System

(PEIMS).

• •TEC §230.23 requires TEA to provide accommodations for

persons with dyslexia who take licensing examinations.

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How is word reading achieved? How is it tested?

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How is word reading achieved? How is it tested?

• The learning of grapheme-phoneme correspondences (phonics)

• “Sounding-out” these correspondences and recombining them into a word (word decoding)

• Learning to recognize the printed word without the need to sound it out (sight word reading)

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And then there is …

• Fluency

• how rapidly a reader can access its phonological or visual form to recognize a printed word.

Does reading involve only word reading? Does it

involve only recognizing a printed word?

No. Real reading includes comprehension of what is

read.

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Word Reading (Mechanics: Phonics,

Sight Words, & Fluency)

Language Comprehension

Reading Comprehension +

But for reading comprehension,

you must also add language

comprehension

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Cognitive Skills in Reading

17 Dr. Criselda Alvarado---Karin Marshall

The cognitive processes in learning to read include:

• The learning of grapheme-phoneme correspondences (phonics)

• “Sounding-out” these correspondences and recombining them into a word (word decoding)

• Learning to recognize the printed word without the need to sound it out (sight word reading)

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• Fluency

• how rapidly a reader can recognize a printed word and access its phonological form

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Word Reading (Mechanics)

Language Comprehension

Reading Comprehension +

For reading

comprehension, add

language

comprehension

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Deficits & Circumstances Leading to

Reading Difficulties

Oral Language Deficits

Linguistic Diversity

Socioeconomic Issues

Language Delays

Specific Reading Disability

Deficit in Auditory Processing

Dyslexia Phonological processing deficit Cognitive fluency deficit Central Auditory Processing Disorder

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Testing Students who are

ELLs for Dyslexia

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Reminder of the Basic Differences Between

English and the Spanish Reading Process

Phonetic approach to reading is utilized almost

exclusively in Spanish.

Five vowel phonemes and graphemes are taught first.

Consonant phonemes and graphemes are taught a few at

a time. Consonant phonemes and graphemes do not

have to be all taught before beginning reading words and

full sentences occurs.

Knowing the letter names are not necessary for reading.

Emphasis in Spanish is given to the syllable, not the

individual phoneme.

Rhyming is not an important component to reading since

word families are not part of the reading process.

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Evaluation profiles change

Because of differences between writing systems, the

measurement models used to identify dyslexia should not

merely be adapted by changing the language of the

measurement tools. For example, testing Spanish

dyslexia, instead of English dyslexia, cannot be

appropriately accomplished by simply administering the

same kinds of tests in Spanish as would be given in

English. The profiles often used in identifying the

characteristics of dyslexia may also need to be altered

because these characteristics may have changed.

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General Principals in

Interpreting Test Results

1. The examiner looks at within language differences

across different abilities to help determine if the

student’s evaluation profile implies dyslexia or a

language difference issue. For example, the examiner

would compare Listening Comprehension, Reading

Comprehension, Phonological Processing, etc. within the

same language, not across different languages.

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2. The examiner may want to compare the student’s

functioning in both English and Spanish in a particular

skill area. For example, by comparing English and

Spanish oral language functioning, the examiner will

have a good picture of the student’s proficiency levels

in each of the languages and the examiner can

compare these proficiency levels to determine

dominance. Testing of phonological skills in the student’s

two languages may also provide the examiner

valuable information about the student’s abilities and

of dyslexia.

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3. The examiner takes into account if there has been a

disparity between the student’s preferred or dominant

language and the language of reading and writing

instruction. Many students are being taught to read and

write in their weak language or in a language they

simply do not speak. Because of this disparity between

the student’s stronger oral language skills and

language of instruction, testing for dyslexia requires

thoughtful selection of the language of the tests to be

administered and careful interpretation of test results.

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4. When a bilingual student has dyslexia, the characteristics of

dyslexia must be manifested in both languages. A student

with dyslexic-looking characteristics in one language, but not

in the other; should not be considered as having dyslexia.

However, because of the transparency of Spanish, it is

possible that a Spanish native speaker with dyslexia can

develop the necessary strategies over time to prevail over the

characteristics of dyslexia in order to achieve age-

appropriate Spanish reading and writing skills. This same

student, however, may not be able to surmount those same

obstacles when faced with the numerous irregularities of

reading and writing in English. The student, can be said to,

exhibit characteristics of dyslexia in both languages.

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Study Dyslexia Handbook 29


Questions

What is dyslexia? How do we identify dyslexia?

Does dyslexia exist in all languages or is it distinctive to those

languages with poor grapheme-phoneme correspondence?

Is the reading process is different across languages?

If dyslexia is universal, but the reading process is different across

languages, how is dyslexia manifested differently from one

orthographic system to another?

What tests can be used to identify dyslexia in ELLs?

How is dyslexia in bilingual students identified?

How is the report written?

How can you tell if the student’s reading difficulties are due to

language differences or dyslexia?

What interventions are appropriate for ELL students with dyslexia?


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A Book Worth Reading

Overcoming Dyslexia: A New and Complete

Science-Based Program for Reading Problems

at Any Level Sally Shaywitz, M.D.


Report Writing & Interpretation Institute Day 3 Criselda...“I was, on the whole, considerably...

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