Dyslexia: To Screen or Not to Screen Wendy Stovall, Ed.S., Keri Horn, Ed.S., Amber Broadway, Ed.S.,...
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Dyslexia: To Screen or Not to Screen Wendy Stovall, Ed.S., Keri Horn, Ed.S., Amber Broadway, Ed.S., & Mary Bryant, Ed.S. Crowley’s Ridge Education Service Cooperative October 2015
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Transcript of Dyslexia: To Screen or Not to Screen Wendy Stovall, Ed.S., Keri Horn, Ed.S., Amber Broadway, Ed.S.,...
Dyslexia: To Screen or Not to
ScreenWendy Stovall, Ed.S., Keri Horn, Ed.S.,
Amber Broadway, Ed.S., & Mary Bryant, Ed.S.
Crowley’s Ridge Education Service CooperativeOctober 2015
Who needs to be screened
O All K-2 – DIBELS and Rapid NamingO All 3-12 who are referred by their
teachers/parents for concernsO Can begin the process at any level
and move forward
Universal ScreeningO Screening of all students to find
those in the category of “some risk” or “at-risk”
O DIBELS is required by the Dyslexia law
O Rapid Naming O AR Rapid Naming ScreenerO Local Norms – Excel or SPSS
Examples of Universal or Level 1 Screeners
Sources for additional screeners
O Sources for additional screeners: https://dibels.org/dibelsnext.html
O http://www.rti4success.org/resources/tools-charts/screening-tools-chart
O http://www.sedl.org/reading/rad/chart.html
O http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/elementary_assessments_4-9-12.pdf
O http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/secondary_assessments_4-9-12.pdf
After Universal Screening
O After students are identified through universal screening to be some risk/at-risk
O Monitor progress (level 1) and intervene with skill deficits
O May move on to therapy/intervention if RTI committee determines it is warranted
O May also move directly to level 2 screening if warranted.
O Local control/RTI team control
Deciding when to go for Level 1 screening
O If, through progress monitoring and appropriate intervention, the student is not showing improvement the RTI team should gather data for a Level 1 screening
Level 1 screening
Adequate Intelligence or the Ability to Learn?
O Check to see if they’ve had a speech/language screening – Pass or Fail
O If you have a speech evaluation can look at listening comprehension skills – average LC equates to average cognitive abilities
O Average math calculation skills, poor reading may affect math problem solving (word problems)
Assembling Your Level 1 Screener
O Personalize your Level 1 Screening using what you have available to you in your district
Level 1 Screening
Level 1 Screening
Do I Mark Yes or N0?O Is my student consistently receiving
scores in the some risk/at-risk range of scores on the DIBELS? Then mark Yes
O Is my student now, after receiving intervention, achieving scores in the expected range for their grade? Then mark No
Level 1 ScreeningO If the consensus of the Level 1 screening data
table indicates the possible presence of dyslexia then a Level 2 screening should be conducted – Do you have more yes’s than no’s? Do you have yes’s that are concerning and warrant more investigation?
O Phonological awareness difficulties – blending, segmenting, rhyming, phoneme isolation, word find issues, alphabet knowledge, etc.
O Word reading/decoding issuesO Spelling difficulty
Level 2 screeningO The Level 2 Dyslexia Screening is a
more detailed process for identifying a pattern of strengths and weaknesses documenting the characteristics of dyslexia. - See Level 2 Table
O Meant to be norm-referenced meaning that you will be obtaining standard scores, scaled scores, and/or percentiles – See Bell Curve handout
Level 2 ScreeningO The specific skills to be tested
include O phonological awareness, O rapid naming, O word reading, O decoding, O fluency, O spelling and O reading comprehension.
Assembling Your School’s Level 2 Battery
O Get in Small groups or individuallyO Use Assembling Your Schools Level 2 Battery
handoutO Complete your Level 2 battery form to
determine if you have all needed materials to screen for level 2
O Discussion… help topics
Appendix G of the DRGUNDERLYING CAUSE PHONOLOGICAL AWARENESS O CTOPP - 2 (Comprehensive Test of Phonological
Processing) - Phonological Awareness Composite - Elision, Blending Words and Phoneme Isolation or Sound Matching subtests make up this composite
O PAT - 2 (Phonological Awareness Test - 2) - first six subtests
O KTEA-3 (Kaufman Test of Educational Achievement - 3rd edition)
O WRMT - Ill (Woodcock Reading Mastery Test Ill) - Phonological Awareness
O WJ-IV(Woodcock-Johnson Tests of Oral Language - 4th edition) - Segmentation and Sound Blending
Appendix GUNDERLYING CAUSERAPID NAMING O CTOPP - 2 - Rapid Naming Composite O KTEA-3 - Rapid Automatized Naming, Letter Naming
Facility and/or Object Naming Facility O WRMT - III - Rapid Automatic Naming O WJ-IV Tests of Oral Language** - Rapid Picture Naming O RAN/RAS (Rapid Automatized Naming and Rapid
Alternating Stimulus) Letter Knowledge O PAT - 2 - Graphemes O WRMT - III - Letter Identification O WJ-IV (Woodcock-Johnson Tests of Achievement -
4th edition)- Spelling of Sounds (Phoneme knowledge)
Appendix G
CHARACTERISTICS DECODING O PAT - 2 - Decoding O KTEA-3 - Nonsense Word Decoding O WIAT - III (Wechsler Individual
Achievement Test - 3rd edition) - Pseudoword Decoding
O WJ-IV Ach- Word Attack O WRMT – III - Word Attack
Appendix G
CHARACTERISTICSWORD RECOGNITION O KTEA-3 Letter & Word Recognition O WIAT - Ill - Word Reading O WJ-IV Ach - Letter-Word
Identification O WRAT - 4 (Wide Range Achievement
Test - 4th edition) - Reading O WRMT - III - Word Identification
Appendix G
CHARACTERISTICSFLUENCY Oral Reading Accuracy O GORT - 5 (Gray Oral Reading Test -
5th edition) - Accuracy score O Oral Reading Rate GORT - 5 -
Rate score
Appendix GCHARACTERISTICSOral Reading Fluency (Rate and Accuracy as a Composite only) O KTEA-3 Word Recognition Fluency, Associational
Fluency, Silent Reading Fluency O TOWRE - 2 (Test of Word Reading Efficiency- 2nd
edition) - Sight Word Efficiency, Phonemic Decoding Efficiency, and Total Word Reading Efficiency
O WIAT- III - Oral Reading Fluency O WJ-IV Ach - Oral Reading Fluency, Sentence
Reading Fluency O WRMT – III - Oral Reading Fluency
Appendix GCHARACTERISTICSSPELLING O KTEA-3 - Spelling Orthographic Processing
Cluster - Spelling, Letter Naming Facility, and Word Recognition Fluency
O TWS - 5 (Test of Written Spelling - 5th edition) - Spelling
O WIAT - Ill - Spelling O WJ-IV Ach - Spelling O WRAT - 4 - Spelling
Appendix GOUTCOMES READING COMPREHENSION O GATES (Gates-MacGinitie Reading Tests) - Silent
reading comprehension O GORT-5 - Oral reading comprehension O GSRT (Gray Silent Reading Tests) - Reading
comprehension O KTEA-3- Reading Comprehension O WIAT – III Reading comprehension O WJ-IV Ach- Passage Comprehension O WRAT - 4 - Sentence Comprehension O WRMT - III - Passage Comprehension
Appendix G
OUTCOMESWritten Expression O KTEA-3 Written Expression O TOWL - 3 (Test of Written Language
- 3rd edition) - Overall writing quotient
O WIAT - Ill - Written Expression O WJ-IV Ach - Writing Samples
You’ve Tested and Gathered Data for a Level 2… now what?
O See Level 2 Dyslexia Table handout
O Plug your data in to the table to visually see the profile.
Level 2Step 1
Level 2 ProfileStep 1
Level 2Step 2
Level 2 ProfileStep 2
Level 2Step 3
Level 2 ProfileStep 3
Dyslexia: Yes or No?O Case Study Data
O Questions
