dyslexia assessment: looking at all the angles region 2 education service center november 1, 2005...
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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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Sally Shaywitz, Overcoming Dyslexia, 2003
A neural signature for dyslexia: Underactivation of
neural systems in the back of the brain
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Sally Shaywitz, Overcoming Dyslexia, 2003
Dyslexic readers use compensatory
systems to read
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Sally Shaywitz, Overcoming Dyslexia, 2003
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
NOTE: This is not an all inclusive, approved or recommended list
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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
NOTE: This is not an all inclusive, approved or recommended list
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Possible Instruments
Letter Knowledge Informal: alphabet; identify letter names
and associated sound WRMT-R Letter Identification and
Supplementary Letter Checklist PAT Graphemes Subtest
NOTE: This is not an all inclusive, approved or recommended list
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Possible Instruments
Rapid Naming CTOPP KTEA-II Rapid Automatized Naming Rapid Automatized Naming and Rapid
Alternating Stimulus Tests (RAN/RAS) WJ-III Rapid Picture Naming
NOTE: This is not an all inclusive, approved or recommended list
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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
NOTE: This is not an all inclusive, approved or recommended list
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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
NOTE: This is not an all inclusive, approved or recommended list
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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
NOTE: This is not an all inclusive, approved or recommended list
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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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f
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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
Consonant sounds: 19/21
Short-vowel sounds: 4/5
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
Consonant sounds: 20/21
Short-vowel sounds: 2/5
WIAT-II:
Listening Comprehension107
Word Reading: 103
Reading Comprehension118
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
Consonant sounds: 19/21
Short-vowel sounds: 5/5WIAT-II:
Reading Comprehension94
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
Consonant sounds: 18/21
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