dyslexia screening guidance: mase best practices · 2019-05-20 · characteristics of dyslexia. to...
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DyslexiaScreeningGuidance:MASEBestPractices
VictoriaWeinberg,SLDSpecialistandAmySchulting,DyslexiaSpecialist
May17,2019
WhyDyslexiaIdentification?WhyNow?
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Over42stateshavepassedlegislationrelatedtodyslexia.MNStatutesrelatedtodyslexiainclude:
• Dyslexiadefinedinstatute,MN.Statute125A.01
• DyslexiaSpecialistatMDE,MN.Statute120B.122
• ReadWellNoLaterthanGrade3,MN.Statute120B.12
• AlternativeInstructionPriortoEvaluationforSpecialEducation,MN.Statute125A.56
Let‘sReview:HowLearnersLearntoRead
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Muchofthefollowingcontentispresentedinitsentiretythrough
LanguageEssentialsforTeachersofReadingandSpelling(LETRS)®training.
Thisisnotareplacementfortraining!
SkilledReadingRequiresIntegrationofManySkills
WithPermissionVoyagerSoprisLearning,2019
Figure1.9ReadingRope(Scarborough,2001)
SimpleViewofReadingandtheReadingRopeareSame:JustDifferentLevelofDetail
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WithPermissionVoyagerSoprisLearning,2019
ReadingIsBoltedonNotPre-wired
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NeuronsaretheTransmitters:Highways
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• Ofthehundredsoftypesofneuronsimportantarelocalandlong-distanceneurons
• Neuronsthatfiretogetherwiretogether.
• Neuronaltanglescanpreventefficienttransmissionofthemessages
ArtisticrenderingofNeuronsbyGregDunn
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HowTheBrainLearnstoReadtotheRequisiteSkills
Figure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)
WithPermissionVoyagerSoprisLearning,2019
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GivenData,WeKnowWhattoTeach
Figure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)
Figure2.5TheHourglassFigure,Completed(CourtesyofCarolA.Tolman)
MoreAboutPhonemicAwarenessTasks
AdvancedPhonemicAwareness
• Deletion-
• Substitution-
• Reversal-
Take-a-way
• AccurateandAutomaticretrievalhappensinunder2seconds.
• Westopteachingandmeasuringtoosoon(continuethroughgrade4).
• Ittakesjustminutesaday.
• Buildssightvocabulary,readinessforspelling.
• Wecan’tskipforwardintrajectory–nevertooldtomaster.
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References:Kilpatrick,D.(2016).EquippedforReadingSuccess.Kilpatrick,D.(2015).EssentialsofAssessment,Preventing,andOvercomingReadingDifficulties.
Atthispoint,wearegoingtoswitchitupanddoanactivity.
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SimulationActivity.Step1.GetintoyourspecifiedGroupStep2.Whenyouaregiventhecue,youneedto“activate”Step3.Organizeandpreparefor“activation”
Reflection:Whatdidyounoticeinthisactivityabouthow“information”istransmittedacrossthebrain?Whatdidtheexperienceaddtoyourunderstandingaboveseeingthepicturesandhearingtheexplanation?
WithPermissionVoyagerSoprisLearning,2019
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SimpleViewofReadingCanBeOperationalizedandMeasured
1.Canwemeasureaccuracyandautomaticityof:• Phonologicalawareness?• Orthography/spelling?• Phonics?• Makingsenseofwords?• Makingsenseoftext?
2.Measurementtellswhattoteachtoimproveoverallperformance.
LETRSFigure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)
ThereareKidsforWhomReadingMustBeSystematicallyTaught…
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TheCascadeofDyslexia
HowthisRelatestoIdentificationand
Intervention
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ProcessforScreeningandIdentifyingDyslexia
Step1:Screenallstudentswithuniversalscreeners
Step2:Collectadditionaldatatoverifycharacteristics
Step3:Interpretdatatoidentify
studentswithcharacteristicsofdyslexia
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Step1:UniversalScreening
Purpose:Toidentifywhichstudentsarenotlikelytoreadwithingrade-levelbyendofyear.Data:Lookingforscoresbelowcut-off
• LetterNamingFluency
• PhonemicAwareness
• Decoding(RealorNonsense)
• Oralreadingfluency
Rationale:
1. Letternamingfluencyandletternameidentificationarecriticalskills
2. Phonemicawarenessisgreatpredictoruntil2ndgrade
3. Nonsense/pseudowordfluencycompensatesformemorization
4. Oralreadingfluencyishighlycorrelatedwithpoordecoding
5/6/19 17McGill-Franzen,A.andAllington,R.(2011).PatternsofReadingDisabilitiesAcrossDevelopment.InHandbookofreadingdisabilityresearchp.162-173.
Step2:CollectAdditionalDiagnosticInformation
Purpose:Toidentifystudentsdemonstratingcharacteristicsofdyslexia.ToidentifygapsinskillsandlevelofinterventionA.PreviouslycollecteddatafromUniversalScreeners
B.New–DiagnosticInformation(triangulatefromeachofthesecategories1)
1. Assessmentdatasuchas:• GOMmeasures(AIMS,FAST,DIBELSetc.)• RapidAutomaticNaming(RAN)2
• Inventories(PA,phonics,spelling)(whenavailable)
• Progressmonitoring(whenavailable)
2.Familyandchildhistory(samplestocome)
• CloserelativehasreadingdifficultiesordiagnosedDyslexia
• Childhasbeentestedordiagnosisofdyslexia
• Priorhistoryofservices(ECSE,Speech-Language,tutoring,etc)
3.Classroomdata:
• Observationsoflearning(checklist,performancenotes,etc.)
5/6/19 181Falsepositive:Astudentwhowasidentifiedat-riskinscreeningbuthasskillsnecessary.Examplescanberelatedtoastudenthavingabadday,errorsinscoring,errorsinadministrationofscreening,overrulingscreeningresults.2Rapidautomaticnamingmeasureisnotvalidifstudentisnotcapableofnamingallthetargetsuntimed.Moreguidancetocome.
TwofunctionsServedbyIntegratingData
IdentifyCharacteristics
IntensifyInstruction:1. Determineintensityofsupportsneeded
tobeatgradelevel1. StrengthandDose
2. Intensityofmethod(explicitness,practice,feedback)
3. Alignment/Matchtoneededskills
4. Comprehensiveness
5. Behaviorsupports
2. DetermineneedforAudioSupportedtexttogrowmeaningandcontextatindependentlevel
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Step3:“TriangulatingData”
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Thedatawillinformnotonlyreportingofcharacteristicsbutalsotheintensityofinstructionthatwillbeneeded.
CaseExamplesScenario 1.UniversalScreening 2.DiagnosticInformation 3.IdentifyCharacteristics
StudentA
FallofK—5of26letternames,
• Can’tsegmentsyllablesorID1stletterinname• Difficultywithletternamingfluency• Lowphonemicawareness,onset-rimetasks• RANbelowaveragerange• ChildHistory:ECSEspeech-languageservices,
full-daypreschool,isrepeatingkindergarten• Familyhistory:Unclestruggledwithreading
Readingbehaviorsaresimilartothosewithdyslexia.Intensephonemicawarenessinterventionisneeded.
StudentB
FallofK—5of26letternames,
• Difficultywithletternamingfluency• Lowphonemicawareness-onset-rimetasks• ThirdgenerationHmong• ChildHistory:AttendedECFEclasses1x/week• FamilyHistory:Noreportedfamilyhistory• Extensivestorytelling/readinginnativelang.
LimitedpracticewithphonemicawarenesswithEnglishphonemes.Continuewithsupplementalintervention
StudentC 5thGradePoorwordreadingfluency(l00WCM)
• Nopriorhistorywithservices• Readingfluencyinstructionatphraseand
sentencelevel• Highriskindeletion,substitution,manipulation
PAskills• Spellingvowelteams,digraphsandtrigraphs• Immediaterecognitionfollowedbyforgetting
Add5-10minutesperdayinphonemicawarenessskills.AddexplicitinstructionandscaffoldsupportsforworkingmemoryintoPAandorthography
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StudentA
InitialProblemStatement:Thestudentshowspersistentdifficultieswithphonemicawarenessskills,letterrecognitionandnaming,syllableidentificationetc.,despiteextensiveinstructioninpre-schoolandkindergarten(5daysofconsecutiveinstructionyieldsinconsistentrecognition).
Givenadditionaldiagnosticdata,familyhistoryandresponsetoinstruction,theschoolisproposingtoconductaninitialevaluationforspecialeducationsimultaneoustomostintensiveinterventionavailableingeneraleducation.
Provideintensiveinstructioninareasofphonemicawarenessduringevaluation.Provideaudiosupportedtexttomaintaingrowthinorallanguage
Statementwouldgointo:PriorWrittenNotice.Gatherdatafrominterventiontoinformnextsteps.
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Noconcernswithoralabilities.
• LowScoressyllableidentification,
• Difficultywithonsetandrhyme
• Forgetting• PoorRAN
• LowScoresletterrecognition
• Poorrecognitionofownname
• Letterformationslow
StudentB
InitialProblemStatement:TheStudentshowsdifficultiesinthephonemicawareness(onset-rimes)andletternamingfluency.Letterrecognitionandformationisslow.
Duetofamilyhistory,dailyinstructionandpracticeopportunitiesavailableincorereadingcurriculum,andstudent’spositiveresponsetoinstruction,theschoolplanstoprovidedifferentiatedinstructiontosupportphonemicawarenessandphonicsskills.
Additionalinstructioninvocabulary,prepositions,anddramaticplayisrecommendedtobuildEnglishlanguageskills.
Studentwillbemonitoredforprogressinletternaming,phonemicawarenessmovingfromonset-rimesintoblendingandsegmentingbywinter(additionalpracticewithletternamesandphonemicawarenesswillbeprovidedtofamilyforsupport).
Statementwouldgointo:cumulativefolderorwhateverfollowsstudent.Teacherelaboratesondataatnextscreening.
5/6/19 23Leadingforeducationalexcellenceandequity,everydayforeveryone. | education.mn.gov
• LowScoresletternamingfluency
• Difficultywithonsetandrime
• LowScoresletterrecognition
• Letterformationslow
LimitedpreschoolandEnglishexperience.
StudentC:AidenisinFifthGradeandhasIEPGoalsinReading
5/6/1924Leadingforeducationalexcellenceandequity,everydayforeveryone. | education.mn.gov
• Deletion50%accurate50%automatic--significanttimedelay,restartsandself-corrects
• Substitution20%accurateand0%automatic
• Addsnewtooldvssubstitute
• 30%onscreener• Constrainedskills
• Vowelteams• Longvowels• Digraphs/trigraphs
• Overgeneralizeslimitedknowledgeofspellingrules.
Strongreceptiveandexpressivelanguage,relativelargevocabularySomemistakeswithinferencingfromfigurativelanguage(oral)
ExamplesofDocumentationChangetobethekidfolkssaygivehimtimeitwillclick
InitialProblemStatement:TheStudentshowsdifficultieswithphonicsandpossiblyadvancedphonemicawarenessskills,suchasmanipulationofmiddlesounds.Studenttopracticeidentifyingandspellingallsounds,syllablesandmovingtomorphemesinwords.
Duetoattendancehistoryandresponsetoinstruction,theschoolisproposingtoprovidesupplementalinstructioninunderdevelopedphonicsandadvancedphonemicawarenessskills.Provideinterventiontoimproveattendance.
Studentneedsaudiosupportedtextduringcomprehensioninstructionandforreadingincontentareas.IndependentreadingtimeduringcoreinstructionwillbereplacedwithadditionalphonicsinstructionfocusingonmissingphonemicawarenessandphonicsprovidedinadditiontodifferentiatedCoreinstruction.
Statementwouldgointo:InterventionplanforTier2services.5/6/19 25
DyslexiaCanbeIdentifiedandAddressedatMultiplePoints
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MNStatute125A.56subp.1c.….Interventionmustbemultisensory,systematic,sequential,cumulative,andexplicit…[IntensifiesacrosstheTiers]
Step3.InterpretDataandDefinetheInterventionPlan
• Dowehavedatathattargetswhatwethinkisconstraininggrowth?
• Whatistheappropriatesystematicexplicit,andmulti-sensoryintervention?
• Who,when,andhowoftenwilltheinterventionbedelivered?
• Whatdatawillwegathertomonitorprogress?Needfornextstepplanning?
• Whenwillwereviewprogress?
GradeLevelExpectation
Mostintensive,highfrequency,focused,systematic,explicitinstructioninreadingskillswecanprovide.Maximizeourimpactwithinthedevelopmentalwindow.
