Dyslexia Institute Day 2 [Read-Only] - Region 10

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Day Two

Dr. Criselda Alvarado---Karin Marshall 1

What dyslexia looks & sounds like

No two people with dyslexia are exactly alike

No one has every symptom, but most have several

Continuum of severity Mild Moderate Severe Profound

Difficulty with: pronouncing words correctly (e.g., “aminal” for animal, “hangaburg”

for hamburger) rhyming coloring, writing, and tying shoes learning letter names and sounds separating and blending word parts orally and while reading reading at a ‘normal’ pace spelling


Phoneme

When you see:

Translation Key

Pronounce like:

qzpb

ysa, as in bate, as in pet

d or tmbper

e, as in peta, as in bat


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We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.

Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.

Enq wiqhin each one of qhese zany calls, each one hes QNA.

Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.

So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.

Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.

Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.

Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.


“But if U don’t learn 2 read and write, how are U ever going 2 text?”

Dr. Criselda Alvarado---Karin Marshall5

What could a teacher do to help you be successful with this activity?

What kind of attitude would you like your teacher to have while helping you with this activity?


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Structured, explicit, direct, and multi-sensory

q =

qog qruck qog qug qoss qrick

Let’s write in sand! –with shaving cream! etc.

What two sounds does this letter make? q

or

Teacher Perez taught the letters, E I E I O

And on this day, he taught the Q. E I E I O

With a /d/ /d/ here and a /t/ /t/ there

Here a /d/ there a /t/ everywhere a /d/ /t/

Teacher Perez taught the Q. E I E I O


We pegin our qrib eq a faziliar blace, a poqy like yours enq zine.

Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign.

Enq wiqhin each one of qhese zany calls, each one hes QNA.

Qhe QNA coqe is axecqly qhe saze, a zess-broquceq rasuze.

So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz.

Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze.

Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain.

Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.


Tall ze enq I forgaq. Qeachze eng I rezazpys. Involve ze enq I lysrn.

Banjezin Frenklin


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What to do about it Provide structured, explicit, direct instruction

Provide multi-sensory, structured language instruction See it

Hear it

Say it

Touch it


What to do about it

Greater intensity of instruction

Increased frequency and duration of instruction

Research-based instruction in the five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension), as well as LANGUAGE COMPREHENSION, writing, and spelling


What to do about it

Have patience, yet high expectations Break work into doable chunks Focus child on your lips when

pronouncing words or listening for sounds

Give more time and patience to finishing work

Give additional testing time Provide a quiet work area


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Appears bright but unable to get thoughts on paper

Reading achievement is below expectation Memory difficulties Poor planning and organizational skills Apparent lack of concentration Tires easily Performance varies from day to day A history of dyslexia in the family

General Indicators of Dyslexia


Difficulties with: Learning to talk

Rhyming

Pronouncing Words

Auditory Memory for nursery rhymes and chants

Adding new vocabulary words

Recalling the right word

Learning and naming letters and numbers

Remembering letters in their name

Aversion to print

Indicators of Dyslexia Preschool


Difficulties with: Breaking words into smaller parts

Identifying and manipulating sounds in syllables

Remembering the names of letters and recalling their corresponding sounds

Decoding single words the way they sound or remembering letter sequences in very common words seen often in print

Indicators of Dyslexia K - 1st Grade


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Difficulties with: Recognizing common sight words

Decoding single words

Recalling the correct sounds for letters and letter patterns in reading

Connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling

Reading fluently

Decoding unfamiliar words in sentences using knowledge of phonics

Reliance on picture clues, story theme, or guessing at words

Written expression

Indicators of Dyslexia 2nd – 3rdGrade


Difficulties with: Reading aloud

Avoidance of reading

Acquisition of less vocabulary due to reduced independent reading

Use of less complicated words in writing that are easier to spell than more appropriate words

Reliance on listening rather than reading for comprehension

Indicators of Dyslexia 4th – 6th Grade


Difficulties with: Volume of reading and written work

Frustration with the amount of time required and energy expended for reading

Written assignments

Tendency to avoid reading

Learning a foreign language

Indicators of Dyslexia Middle School and High School


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Difficulties with: Pronouncing names of people and place or parts of

words

Remembering names of people and places

Word retrieval

Spoken vocabulary

Completing the reading demands for multiple course requirements

Note‐taking

Written production

Remembering sequences

Indicators of Dyslexia Postsecondary


{

So what about students with dyslexia who are ELLs?

How does the Spanish differ from the English reading process?

The Spanish reading process is different from the English reading process which directly impacts the identification of dyslexia.

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Orthographic Systems of English and Spanish

“Why do I have to keep writin’ in these K’s when they don’t make any noise anyway?”


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Orthographic Systems(Writing Technology of a Language)

One phoneme cancorrespond toseveral graphemesand one graphemecan correspond toseveral phonemes

Grapheme-Phonemecorrespondenceis one-to-one

More Transparent

Continuum of Orthographic Systemsaccording to the degree to which they

respect the alphabetic systemMore Opaque

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Continuum of Orthographic SystemsMore Opaque

More Transparent

Reading difficulties are more common in countries

where the orthography is complex, that is, where the

writing system is more opaque.

English

French

Danish

Portuguese

Turkish

Finnish

Italian

Greek

Spanish

Orthographic Systems

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•The English language has 26 alphabet letters that represent from 40 to 45 phonemes. Spanish has 27 alphabet letters that represent 24 phonemes according to the Real Academia.

•Only about 50% of English words are spelled the way they sound phonetically.

•In English, there are five vowel letters and 15 vowel sounds. There are many different patterns used to spell these vowel sounds.

•In Spanish there are 5 vowel letters and 5 vowel sounds. They are always spelled the same, except for i which is sometimes spelled with a y.24

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Spanish is considered to be a transparent orthographic system. Learning the alphabetic code is facilitated by an almost complete one-to-one correspondence between graphemes and phonemes. Learning to read and write Spanish is considered to be easier and quicker than with more opaque orthographies. Keep in mind, however, that learning to read Spanish is easier than learning to write Spanish. For example, an individual who has learned the phonemes and graphemes of Spanish will be able to read “bahía” easily (the first time introduced), but may exhibit difficulty spelling the word.

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Paulessu et al. (2001) investigated the manifestations of dyslexia across opaque (English and French) and transparent systems (Italian).

In their study, Italian speaking children identified as dyslexic had better reading execution than American and French children with dyslexia.

Regardless of country, however, Paulessu et al. found that comparison of children with normal reading abilities to children with dyslexia revealed significant differences suggesting that dyslexia may manifest itself differently in different countries, but dyslexia exists even in those countries with transparent orthographies.


Research in opaque orthographies comparing children with normal reading abilities to children with dyslexia found that these two groups differ most in reading accuracy, the ability to decode words successfully;

While research in transparent orthographies found that reading speed was more significant

(Wimmer & Mayringer, 2001; Holopainen, Ahoen, Y Hyytinen, 2001; Muller & Brady, 2001; Treesodi et al., 2001; Jimenez & Hernandez, 2001).


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So how are other languages, especially Spanish, different from English?


Syllable Structure

The most common syllable shape in Spanish is the open vowel (CV) syllable. Example: ca-ra, pe-lo, de-do, ma-no

The syllable boundaries are clearer in Spanish.

The most common syllable shape in English is the closed vowel (CVC) syllable. The syllable boundaries are less clear in English.


Syllable Time

In Spanish, syllables are typically equally timed.

English is a stressed timed language. Syllables have longer or shorter duration depending if they are stressed or not.

Transportación Transportation

Representación Representation


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Syllable Stress in English In every word in English, there is one main

emphasized syllable. The vowel sound in this syllable sounds higher in pitch, longer, and louder, and this is called stress.

Native speakers of English use word stress naturally. Word stress is so natural for them that they don't even know they use it. Non-native speakers who speak English to native speakers without using word stress, encounter two problems: They find it difficult to understand native speakers,

especially those speaking fast.

The native speakers may find it difficult to understand them.


Syllable Stress in Other Languages

Multi-syllabic content words in Finnish always have stress on the initial syllable, while in French stress is on the final syllable. Additionally, in Dutch, most words have stress on the initial syllable, although there are a few variations (Vroomen et al. 1998).

It may be reasonably assumed that a listener’s performance in a segmentation task improved when the phonological cues in the stream match those of their maternal language


Syllable Stress in Spanish

In Spanish all multisyllabic words have one syllable marked for primary stress. Penultimate stress is predominant (in 75% to 80% of the words, the syllable marked for primary stress is the second-to-last syllable; Harris, 1983; Quilis, 1984). This is also the case for trisyllabic words, for which Spanish has a stress-medial pattern (Navarro, 1966). The percentage of trisyllabic words in Spanish that stress the medial syllable is 73.52.


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Word Shapes

English has many monosyllabic words that are content words.Face star truck car room chair king

In Spanish, most words are multisyllabic. Monosyllable words are generally function words, such as prepositions (“en”), conjunctions (“y”), pronouns (“el”), and ariticles (“el”).


Rhyming Activities

Rhyming may not contribute significantly to Spanish reading, but it is one of the easiest tasks and it helps children attend to the music of language. What word rhymes with . . .

(Cual palabra rima con . . .)

More on rhyming later. . .


Spanish Reading Instruction


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When initial reading instruction is conducted in Spanish, a phonics or analytical approach is exclusively used because Spanish is a phonetic language with a very consistent set of phonic rules.

•Students are first taught the five vowel sounds.

a e i o u

•Students are taught the consonant sounds one at a time and paired with each vowel sound.

•The consonant/vowel syllables are combined to make words.

ma

sesamumomime

sosi su

masa = doughmesa = tablesuma = add, total, addsmuseo = museumDr. Criselda Alvarado---Karin Marshall 37

•Since the vowels in Spanish “say their own name” and the consonant names contain vowel sounds that spoil the letter-sound correspondence (b=be and k=ka), usually teaching the names of letters in the alphabet is delayed until the reader has mastered the grapheme-phoneme relationship (Thomas, 1983).

•Due to the delayed teaching of letter names, many Spanish speakers spell words by saying the sound not the name of the letter.

Example: sapo = \s\, \a\, \p\, \o\


Rhyming in English

Rhyme is important component in phonological awareness in English & Spanish.

Rhyme is also important in the reading process when word families are introduced. mat fat rat cat bat

The Spanish reading process, however, does not typically use word families.


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Rhyming in Spanish: Consonance (consonáncia)

refers to sameness of certain vowels & consonants

Masculine rhyme (rima masculina): This is one-syllable rhyme; when the rhyme words are stressed on the last syllable, then the rhyme involves only the last vowel and any semi-vowel and/or consonant occurring thereafter. campeador amor ractor

Feminine rhyme (rima feminina): This is two-syllable rhyme. When the rhyme words are stressed on the next-to-last syllable and have the same sound starting with the primary vowel of the next-to-the-last syllable. muertas abiertas alertas


Rhyming in Spanish: Assonance (asonáncia)

refers to rhyming of the vowels alone; consonants are ignored

Masculine assonance (asonancia masculina): This is one-syllable rhyme. When the rhyme words are stressed on the last syllable, the rhyme involves only the last vowel (consonants are ignored). campeador (the last syllable in all 3 words has a stressed o) Carrión habló

Feminine assonance (asonancia feminina): This is two-syllable rhyme. When the rhyme words are stressed on the next-to-last syllable and have two parallel vowels (a stressed vowel plus an unstressed one; consonants are ignored). muerta (the last two syllablic vowels are the same penas golpean


Teaching of root words, prefixes, and suffixes is an essential early step in the Spanish reading process.

Imperdible

Perder is a verb that means “to lose”

Perdible = changes the verb to an adverb and now means “able to be lost”

Imperdible = changes the adverb to an adjective and now means “unable to be lost”


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Inflections are also taught early.An inflection is the change in the form of a word to indicate a change in its grammatical usage.

In both English and Spanish, nouns can be inflected to indicate a change in number and gender.

tree trees árbol arbolesactor actress actor actriz

There are more gender inflected nouns in Spanish than in English. Gender inflections are unusual in English.

cat gato gatathem ellos ellasdoctor doctor doctora

Number inflected nouns in Spanish also causes more changes in the article

the tree el árbolthe trees los arboles

In both languages, verbs are also inflected to indicate tense, mood, person and voice.

In Span., adjectives are inflected to indicate gender & number. the good doctor la doctora buena - el doctor buenothe good doctors las doctoras buenas – los doctores buenos


INFLECTION: change in form of a word to indicate change in its grammatical usage.

Spanish is moderately inflected; more so than English.

Greek and Russian are examples of highly inflected languages.

Chinese is an example of a language that has little inflection.


•Spanish readers become expert readers earlier than English readers.

Beginning readers will consequently have more cognitive resources available for high-level processing skills like text integration and comprehension.

•The Spanish reading process differs most from the English reading process in the early steps of reading.


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However, keep in mind that:“A language which appears simple in some

respects is likely to be more complex in others” (Markowicz 1978).

The latter is often popularly expressed as the notion that a language that gains complexity in one part of its grammar necessarily becomes simplified elsewhere, as if regulated by a thermostat.


Writing


Vásquez-Ayora Study (1977)

Analyzed 25 Mexican lang. arts textbooks Found that sentences in a paragraph had a

more flexible order than in English Paragraph order was also more flexible. Textbooks had longer sentences. There were less abrupt starts to text. There were more subordination within

sentences. Sentences were more flowery & complicated.


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Montaño-Harmon (1991) Analyzed 850 compositions written by:

Students in Mexico who were Spanish native speakers

ESL students in U.S. who were native speakers of Spanish Mexican-American students who were English dominant

Students in U.S. who were English native speakers

Students were 14 & 15 years of age from working class families (no honors nor remedial classes included) 9th graders & 2nd yr. secundaria students

Compositions in Spanish had longer sentences, but fewer sentences. Many times a whole paragraph in Spanish consisted of one sentence. Longest sentence was 78 words long.


Sentences in Spanish tended to be run-on sentences.

Spanish compositions relied heavily on the use of synonyms which is taught explicitly in Mexico. El corazon, el órgano principal de la circulación

de la sangre, . . . The rhetorical pattern used most often by

the English writing students was enumeration, the use of connectors such as first, second, then, and finally which is taught explicitly in the U.S.


Only one student in the more than 400 compositions written in Spanish used the connector “primero”.

The compositions in Spanish tended to be organized via additive relationships. Once the writer expressed their main idea or opinion in a topic sentence, they proceeded to add ideas to that statement or to explain their reasons for their statements.

The compositions in Spanish also had many more deviations in their “logical” development.


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These deviations were conscious deviations which are part of normal Spanish discourse. Many writers would return to the previous idea with: Pero me he salido del tema. Volvamos a lo que había dicho antes . . .

Writers in English had less deviations and those deviations tended to be unconscious deviations (unrelated information). Most of the deviations were from 5 students who were bilingual, English dominant living in a border town.


Writing Styles in Different Languages

First, . . .

Second, . . .

Then . . .

Finally, . . .

ENGLISH ASIAN LANGUAGES

SPANISH


Reading Difficulties in Spanish

Does Spanish Dyslexia Exist?


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•Although Spanish has an almost complete one-to-one correspondence between graphemes and phonemes, there are students who still have problems learning to read and write Spanish.

•Reading difficulty, however, may not be seen in decoding real or nonsense words.


Reading difficulties are more often noticed in the student’s reading speed and reading comprehension.

Speed problems in reading are a clearer indicator than accuracy problems of students with reading disabilities.

Dyslexia in Spanish does exist. Often, the student exhibits serious deficits in phonological processing which is fundamentally characterized by reading speed problems.


Is English a Dyslexic Language?More reading problems are seen in students in opaque

orthographies.

There is evidence that English-speaking children who demonstrate reading and writing difficulties might fall into two categories: Those who would succeed

in other languages that have

a more regular orthography and

Those who would still have

difficulties even in a perfect

orthographic system.


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It has been found that second language reading is shaped by first language reading. Research into Chinese-English bilinguals suggested that readers will fall back on their native language reading process when reading in a second language.

But there is a clear relation between phonological awareness and reading regardless of language.


Relation of Phonological Awareness & Phonemic Awareness to Reading Regardless of the Language


Phonological Processing is…

Phonological processing is an auditory processing skill. It relates to words, but occurs in the absence of print. Phonological awareness is the ability to recognize that words are made up of a variety of sound units. The child comes to understand that words are made up of small sound units (phonemes), that words can be segmented into larger sound “chunks” known as syllables and each syllable begin with a sound (onset) and ends with another sound (rime).


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Phonemic Awareness is… While phonemic awareness also involves an

understanding of the ways that sounds function in words, it deals with only one aspect of sound: the phoneme. A phoneme is the smallest unit of sound in a language that holds meaning. Consider the word “ball”. It is made up of three phonemes: /b/ /aw/ /l/ . Each of its sounds affects the meaning. Take away the /b/ sound and replace it with /w/ and you have an entirely different word. Change the /aw/ for an /e/ sound and again the meaning changes.

Phonemic awareness is just one aspect of phonological awareness.


GROWTH IN “PHONICS” ABILITY OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)

6

2

4

1 2 3 4 5

1

3

5

5.9

2.3

Low PA

K

Ave. PA

GRADE LEVEL CORRESPONDING TO AGE

RE

AD

ING

GR

AD

E L

EV

EL

AverageLow

Torgesen, www.fcrr.orgDr. Criselda Alvarado---Karin Marshall 62

GROWTH IN WORD READING ABILITY OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)

6Low PA

5.7

3.5

2

4

1

3

5

K

Ave. PA


1 2 3 4 5

RE

AD

ING

GR

AD

E L

EV

EL

AverageLow

Torgesen, www.fcrr.org Dr. Criselda Alvarado---Karin Marshall 63

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GROWTH IN READING COMPREHENSION OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS AND LETTER KNOWLEDGE (Torgesen & Mathes, 2000)

1 2 3 4 5

Low PA

3.4

2

4

6

1

3

5

K Ave. PA

6.9


RE

AD

ING

GR

AD

E L

EV

EL Average

SAME VERBAL ABILITY – VERY DIFFERENT READING COMPREHENSION

Low

Torgesen, www.fcrr.org Dr. Criselda Alvarado---Karin Marshall 64

Co

ntin

uu

mo

f Ph

on

olo

gical A

waren

ess

Phonological Awareness Continuum

Ages

3-4

Ages 4-6

Ages6-7

Ages7-8

Alliteration

Rhyming by Pattern

Reciting Rhyme

Blending Phonemes

Matching Initial Consonants

Counting Phonemes

Counting Words in Sentences/Syllables in words

Deleting Phonemes

Spelling Phonetically

Segmenting 3 to 4 Phonemes

Blending 3 Phonemes

Deleting

Phonemes In Clusters

Segmenting Consonant Clusters

Adapted from Louisa Moats


Phonological processing, regardless of orthographic system, appears to be the principal and universal deficit in children and adults with dyslexia.

A deficit in phonological processing that persists in older children with dyslexia from transparent writing systems is considered more severe because the difficulty continues despite the system’s greater one-to-one grapheme-phoneme correspondence. (Wimmer, 1993).


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The majority of studies of monolingual Spanish speakers find that the problems of dyslexic children were more significant when analyzing the speed measurement of phonological and reading tasks, as well as text comprehension.

For example, Serrano & Defior (2005) compared skills of phonological awareness in Spanish-speaking children identified with dyslexia and Spanish-speaking children with equivalent reading levels who were younger and identified as normal readers. Results showed that the children with dyslexia worked significantly slower on phonological tasks.


Spanish (Carillo, 1994)

- 120 children in K & 1st grade in Spain

- Rhyme & alliteration correlated to reading

in K but not in 1st grade

- Phoneme segmenting, however, correlated to reading in 1st grade

Relation of Phonological Awareness to Reading in Other Languages


Bravo-Valdivieso (1995) followed the reading progress of low socioeconomic status urban children in Chile for four years, comparing average readers with children who had severe reading difficulties.

The best predictor of reading achievement in the fourth year of the study was the student’s phonemic awareness and ability to decode words in the first year of reading instruction.



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Chinese (Leong, 2006)

--31 monolingual children w/ poor reading comprehension, 37 younger students with similar level of reading comprehension, & 23 students matched by age --Verbal working memory had a strong direct effect on text comprehension--phonological sensitivity tasks made no contribution.

(McBride-Chang & Kail, 2002 and McBride-Chang & Ho, 2005)

- 190 bilingual children in K in Hong Kong- 128 monolingual (English) children in K & 1st in U.S.- PA (syllable deletion) related to reading in English & Chinese



Korean (Kim & Davis, 2004)

- 29 native Korean 5th graders in Seoul

- Subjects were good & poor readers

- Good & poor readers best differentiated by

their performance on PA (oddity tasks)



Arabic (Abu-Rabia, Share, & Mansour, 2003)

- 20 reading impaired children in 5th grade

- 20 normal readers in 5th grade

- 20 normal readers in 3rd grade

- Normal & impaired readers best

differentiated by performance in phoneme

deletion



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Latvian (Sprugevica & Hoien, 2003)

- 76 children in K

- Assessed PA, rapid naming, & short term

memory

- PA most correlated with early reading



Reverse Cross-Transference Between LanguagesEnglish-Spanish-English (Cunningham & Graham, 2000)

- 60 English native speakers in 5th and 6th grade of which 30 were in English monolingual instruction and 30 were in Spanish immersion instruction.

- Students were matched on grade, sex, and verbal scores on a Cognitive Abilities Test (CAT)

- Students receiving Spanish immersion instruction actually did better in English oral language tasks.

- Positive transfer (crosslinguistic influence) appears to also occur from a foreign language to a native language.


{Testing

What areas to assess

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Areas for Assessment

Academic Skills

� Letter knowledge (name and associated sound)

� Reading words in isolation

� Decoding unfamiliar words accurately

� Reading fluency (both rate and accuracy are assessed)

� Reading comprehension

� Spelling

Cognitive Processes

� Phonological/phonemic awareness

� Rapid naming of symbols or objects

Possible Additional Areas � Vocabulary � Listening comprehension � Verbal expression � Written expression � Handwriting � Memory for letter or symbol sequences (orthographic processing) � Mathematical calculation/reasoning � Phonological memory � Verbal working memory � Processing speed *More on this on day three.Dr. Criselda Alvarado---Karin Marshall76

{Tests

For dyslexia testing

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Gray Oral Reading Tests 5(GORT-5) Overview: Screen and diagnose reading fluency

Age Range: 6 years through 23 years 11 months

Testing Time: 20-30 minutes

Qualification Level: B

Language: English

English Only


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GORT-5 Test Structure

Two equivalent forms (Form A and Form B) each contain 16 developmentally sequenced reading passages with five comprehension questions each.The GORT-5 produces four scores and a composite score. The Rate score is derived from the amount of time in seconds

taken by a student to read a story aloud. The Accuracy score is derived from the number of words the

student pronounces correctly when reading the passage. The Fluency score is a combination of the student’s Rate and

Accuracy scores. The Comprehension score is the number of questions about the

stories that the student answers correctly. The open-ended format ensures that the items are passage-dependent.

The Oral Reading Index (ORI) is a composite score formed by combining students’ Fluency and Comprehension scaled scores.


Comprehensive Test of Phonological Processing (CTOPP 2) Overview: Assesses phonological processing abilities as a

prerequisite to reading fluency.

Age Range: 2 levels Ages 4–6

Ages 7–24

Testing time: 40 minutes

Qualification level: B

Language: English

English Only


CTOPP 2 Subtests

Elision

Blending Words

Sound Matching

Phoneme Isolation

Blending Nonwords

Segmenting Nonwords

Memory for Digits

Nonword Repetition

Rapid Digit Naming

Rapid Letter Naming

Rapid Color Naming

Rapid Object Naming


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Test of Phonological Processing in Spanish (TOPPS)-research edition

Research edition: can not be used in public or private school districts other than for research data collection.

Overview: assesses the components of phonological awareness in native-Spanish-speaking children.

Age Range: Kindergarten through adult

Testing time: 40-45 minutes

Qualification level: Trained native Spanish speaker

Language: SpanishSpanishResearch Edition


RtI 2 and 3




Language: CELF 5 English, CELF 4 Spanish

Clinical Evaluation of Language Fundamentals 5 English




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Clinical Evaluation of Language Fundamentals 4 Spanish (CELF 4 Spanish) Overview: Addresses the needs of clinicians who serve

Spanish-speaking children and young adults




Language: SpanishSpanish


CELF-4 Spanish Subtests

Concepts & Following Directions

Word Structure Recalling Sentences Word Classes-Receptive Word Classes-Expressive Word Classes-Total Sentence Structure Expressive Vocabulary Word Definitions Understanding Spoken

Paragraphs Sentence Assembly

Semantic Relationships Number Repetition(1&2) Familiar Sequences (1&2) Rapid Automatic Naming Word Associations Phonological Awareness Pragmatics Profile Observational Rating Scales


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CELF Preschool 2 Spanish

Overview: Comprehensive language evaluation for Spanish-speaking preschool children.


Testing time: 15-20 minutes for level 1


Language: Spanish

Spanish


CELF Preschool 2 Spanish Subtests

Conceptos básicos (Basic Concepts) Estructura de palabras (Word Structure) Recordando oraciones (Recalling Sentences) Conceptos y siguiendo direcciones (Concepts and

Following Directions) Vocabulario expresivo (Expressive Vocabulary) Estructura de oraciones (Sentence Structure) Clases de palabras (Word Classes) Conocimiento fonológico (Phonological Awareness) Escala de valoración del alfabetización temprana (Early

Literacy Rating Scale) Clasifi cación pragmática (Descriptive Pragmatics Profile)


Test of Auditory Processing, 3rd

Edition (TAPS 3) Overview: Measures how a student processes auditory

information that pertains to the cognitive and communicative aspects of language.

Age Range: 4 years through 18 years



Language: English

English


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Test of Auditory Processing 3 (TAPS 3)

Word Discrimination Phonological Segmentation Phonological Blending Number Memory Forward Number Memory Reversed Word Memory Sentence Memory Auditory Comprehension Auditory Reasoning Auditory Figure-Ground (optional)


Test of Auditory Processing 3, Spanish Bilingual Edition (TAPS 3-SBE) Overview: Measures auditory processing in Spanish.




Language: Spanish

Spanish


TAPS 3-SBE Subtests

Word Discrimination

Phonological Segmentation

Phonological Blending

Number Memory Forward

Number Memory Reversed

Word Memory

Sentence Memory

Auditory Comprehension

Auditory Reasoning


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Test of Phonological Awareness in Spanish (TPAS) Overview: Measures phonological awareness ability in Spanish-

speaking children




Language: Spanish

Spanish


TPAS Subtests

Initial Sounds

Final Sounds

Rhyming Words

Deletions


Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Overview: short (one minute) fluency measures used to regularly

monitor the development of early literacy and early reading skills

Age Range: K through 6th grade


Qualification level: Trained

Language: English

Criterion referenced

English


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DIBELS Subtests

Letter Naming Fluency

Initial Sound Fluency

Phoneme Segmentation Fluency

Nonsense Word Fluency

Oral Reading Fluency

Retell Word Use Fluency


IDEL

Overview: short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills in Spanish.

Age Range: K through 3rd grade


Qualification level: Trained Spanish speaker

Language: Spanish

Criterion referenced

Spanish


IDEL Subtests

Fluidez en Nombrar Letras (Letter Naming Fluency)

Fluidez en la Segmentación de Fonemas (Phoneme Segmentation Fluency)

Fluidez en las palabras sin Sentido (Nonsense Word Fluency)

Fluidez en la Lectura Oral (Oral Reading Fluency)

Fluidez en el Relato Oral (Retell Fluency)

Fluidez en el Uso de las Palabras (Word Use Fluency)


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Batería III

Overview: Provides a comprehensive system for measuring general intellectual ability (including bilingual and low verbal), specific cognitive abilities, scholastic aptitude, oral language, and academic achievement.

Age Range: 2 years through 90 plus

Testing Time: 5-10 minutes per test

Qualification Level: Test specific training

Language: Spanish

Spanish


Batería IIICognitive

Brief scale

Standard scale

Extended scale

Early development scale

Bilingual scale (w/ diagnostic supplement)

Low verbal scale (w/ diagnostic supplement)

Achievement

Five (5) tests of reading

Four (4) tests of oral language

Four (4) tests of mathematics

Four (4) tests of written language

Four (4) supplemental tests of academic language proficiency

A Comparative Language Index (CLI) that determines language dominance



Test 4: Sound Blending

Test 7: Numbers Reversed

Test 8: Incomplete Words

Test 9: Auditory Working Memory

Test 12: Retrieval Fluency

Test 18: Rapid Picture Naming

Achievement

Test 1: Letter‐Word ID

Test 2: Reading Fluency

Test 3: Story Recall

Test 4: Understanding Directions

Test 7: Spelling

Test 9: Passage Comprehension

Test 13: Word Attack

Test 14: Picture Vocabulary

Test 15: Oral Comprehension

Test 20: Spelling of Sounds

Test 21: Sound Awareness Rhyming

Deletion

Substitution

Reversal


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Phonemic Awareness 3 Cluster Cog. Test 4: Sound

Awareness

Cog. Test 8: Incomplete Words

Ach. Test 21: Sound Awareness Rhyming

Deletion

Substitution

Reversal

Working Memory Cluster Cog. Test 7: Numbers

Reversed

Cog. Test 9: Auditory Working Memory

Cognitive Fluency Cluster Cog. Test 12: Retrieval

Fluency

Cog. Test 16: Decision Speed

Cog. Test 18: Rapid Picture Naming


Woodcock Muñoz Language Survey--Revised, Normative Update ENGLISH

Oral Language Tests Picture Vocabulary

Verbal Analogies

Story Recall

Understanding Directions

Reading Letter-Word

Identification

Passage Comprehension

Writing DictationEnglish


Woodcock Muñoz Language Survey--Revised, Normative Update SPANISH

Oral Language Tests Picture Vocabulary

Verbal Analogies

Story Recall

Understanding Directions

Spanish

Reading Letter-Word

Identification

Passage Comprehension

Writing Dictation


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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?


Dyslexia Institute Day 2 [Read-Only] - Region 10

Documents

Transcript of Dyslexia Institute Day 2 [Read-Only] - Region 10