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Do The Data IndicateDyslexia?

Read ing !Assessment i

Resources

Revealingr Minds

LANGUAGEANDREADINGDliABILITIfS

• Assessing IQ•'-f jnensiand anil SuDDort

Struggling lettrn*!*

Decoding + Language Comprehension =Reading Comprehension

Morphology

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Here is the Link!

http://www.voyagersopris.com/webinar-series/spring-and-fall/2013-spring-series/the-simple-view-of-reading

Flowchart of Reading Testing

( M. Farrall, 2012)

The Dyslexia Handbook,Revised 2014

"Students identified as having dyslexiatypically experience primary difficulties inphonological awareness, includingphonemic awareness and manipulation,single-word reading, reading fluency, andspelling."

The State Dvslexia Handbook, Revised 2014

5/6/2015

Phonological Processing

"Phonological processing refers to theneurological mechanisms by which we usespeech sounds to process oral and writtenlanguage."

"Phonological processing includes three mainskills:

phonological awareness,

phonological memory, and

rapid naming."

(Farrall, 2012)

Language and The Brain

«<pt«t* •wiltoiy uxto)

The Dyslexia Handbook,Revised 2014

Segmenting, blending, and manipulatingsounds in words (phonemic awareness)

• Learning the names of letters andassociated sounds

1 Holding information about sounds andwords in memory (phonological memory)

• Rapidly recalling the names of familiarobjects, colors, or letters of the alphabet(rapid naming)

The State Dyslexia Handbook, Revised 2014

5/6/2015

Phonological Awareness

"Phonological awareness is a broad termthat describes the awareness of soundpatterns in oral language:

• words,

syllables, and

Phonemic awareness."

(Farrall, 2012)

Developmental Sequence forPhonological Awareness

• Awareness of words, then syllables

• Identifying rhyming words

Identify ing same beg i n rimgsb u n dsTn words

Isolating beginning sounds in words

Segmenting onset and rime

Blending sp^n^ segments^

Identifying same ending sounds in words

Isolating ending sounds in words

Blending sound segments

Developmental Sequence forPhonological Awareness

• Blending sounds in 4 and 5 phoneme words

• Segmenting sounds in 4 and 5 phoneme words

menting cluster (e.g., sprints)

ipulating phonemes: Deleting sounds in thed-initial, word-final, and word-medial positions

inipulating phonemes: Reversals

ipulating phonemes: Substitutions

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Phonemic Awareness• "Phonemic awareness refers to the ability to

discriminate, remember, and manipulateindividual speech sounds in a word."

"It is phonemic awareness that permits childrento understand the alphabetic principle, makesense of rules for sound-symbolcorrespondence, even recognize words that areonly partial regular (Torgesen & Mathis, 2000)."

(Far ra l l , 2012)

The Importance of PhonemicAwareness in Learning To Read"In addition to understanding the conceptof phonemic awareness, assessment mustalso be informed by an understanding ofwhy phonemic awareness is important tothe growth of word reading ability."

(Catts, 2012)

Alphabetic Principle

"It helps children understand the alphabeticprinciple and develop alphabeticknowledge."

(Cam, 2012)

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Letters and Sounds

"It helps children notice the regular waysthat letters represent sounds in words."

(Catts, 2012)

Decode Words

"It helps children become flexible decodersto decode even irregular words, and itmakes it possible to generate possibilitiesfor words in context that are only partially"sounded out.""

(Catts, 2012)

Spell Accurately

"When spelling unknown words, individualsuse their phonological knowledge tosegment words into their individualphonemes. Once this is done, they then canapply their orthographic and morphologicalknowledge to represent those sounds."

(Catts, 2012)

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The Dyslexia Handbook,Revised 2014

Domains to Assess

Cognitive Processes

"Difficulties in phonological and phonemicawareness are typically seen in studentswith dyslexia and impact a student's abilityto learn letters and the sounds associatedwith letters, learn the alphabetic principle,decode words, and spell accurately."

The State Dyslexia Handbook, Revised 2014

Assessment of PhonologicalAwareness• Phonological awareness can be measured

by over 20 tasks which fall into threegroups.

• Sound Comparison

* Phoneme Blending

Phoneme Segmentation

(Farrall, 2012)

Assessment of PhonologicalAwareness

Comprehensive Test of Phonological Processing -2"d

Edition

Diagnostic Assessment of Reading- 2nd Edition

Illinois Test of Psycholinguistic Abilities - 3rd Edition

Kaufman Test of Educational Achievement- 3rd Edition

The Phonological Awareness Test - 2nd Edition

Test of Auditory Processing Skills - 3rd Edition

Wechsler Individual Achievement Test- 3rd Edition

Woodcock-Johnson IV Tests of Achievement

Woodcock Reading Mastery Tests - 3rd Edition

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Review and Interpretation ofData and Assessments

"If the student exhibits reading and spellingdifficulties and currently has appropriatephonological/phonemic processing, it isimportant to examine the student'shistory to determine if there isevidence of previous difficulty withphonological/phonemic awareness." DYSLEXIA

HANDBOOK

Review and Interpretation ofData and Assessments

"It is important to note that because previouseffective instruction in phonological/phonemicawareness may remediate phonological awarenessskills in isolation, average phonological awarenessscores alone do not rule out dyslexia."

THEDYSLEXIAHANDBOOK

Review and Interpretation ofData and Assessments

"Ongoing phonological processing deficits can beexhibited in word reading and/or spelling."

8

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Looking Beyond Standardized TestScores

"At a phonological level, this student made a fewerrors including one vowel identification error, anasal substitution and a fricative substitution. Thisis typical of an adolescent dyslexic student whohas received excellent instruction but who stillexhibits residual phonological processingweakness. At the level of orthography this studentstruggles to correctly spell vowel teams, vowel-rcombinations, and some common words withirregular vowel spelling such as none."

(Moats, 2014)

Phonological Memory

"Phonological memory refers to the ability tohold nonmeaningful verbal information in short-term memory."

"Phonological memory typically assessedthrough repetition of numbers, words, nonsensewords, or sentences as they are dictated by an

Rapid Naming

"Rapid naming refers to the ability to accessphonological information stored in long-termmemory with precision, efficiency, and easewhen given a series of things to name as quicklyas possible."

"Rapid naming is typically assessed through thenaming of familiar things, such as letters,numbers, pictures, and colors."

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The Dyslexia Handbook,Revised 2014

"Do the data show a pattern of low reading andspelling skills that is unexpected for the studentsin relation to the student's other cognitive abilitiesand provision of effective instruction?"

"For example, the student may exhibit strengths inareas such as reading comprehension, listeningcomprehension, math reasoning, or verbal abilityyet still have difficulty with reading and spelling."

A Final Thought

"The burden is on the test users to be "better"than the tests they use."

- Alan Kaufman

Thank You!

Virginia Gonzalez1-800-232-3030 ext. 1410

Virginia-gonzalez@ region 10. orgwww.regionlO.org/dyslexia

It Is the policy of Region 10 Education Service Center not to discriminate on the

services or activities as required by Title VI of the Civil Rights Act of 1964, asamended; Title IX of the Education Amendments of 1972; and Section 503 and B04

will take steps to ensure that lack of English language skills will not be a barrier to

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