EVALUATION FOR DYSLEXIA: HOW TO GET BEYOND THE NUMBERS Helen Macik, M.Ed., Educational...

1

EVALUATION FOR DYSLEXIA:

HOW TO GET BEYOND THE NUMBERS

Helen Macik, M.Ed.,

Educational Diagnostician, CALT, QI

Council of Educators for

Students with Disabilities

October 19, 2015

2

Evaluation of Dyslexia

An evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read, spell, and write.

3

Evaluation for Dyslexia

Information gathering—informal/qualitative data

ScreeningWork samples

Testing—formal/quantitative dataIndividualized evaluationConducted through

§ 504 procedures or Individuals of Disabilities Education Act (IDEA 2004)

4

Evaluation Outcomes

Identification/diagnosisBringing everything together and may

result in the identification of a disability, specifically dyslexia

InterventionInstruction can be more prescriptive

Documentation forInstruction Accommodations

5

Tests do not IdentifyPeople Do

The test(s) are not magic

The testing process provides valuable information and allows the examiner to observe HOW students work and process information

6

Tests do not IdentifyPeople Do

The knowledge of the evaluator(s) is/are as important as the tools used.

Both 504 & IDEA require a committee

8

Components of an EvaluationBased on the Characteristics of Dyslexia

Early Childhood/Primary Grades

Difficulty with • rhyming, blending sounds, learning the

alphabet, linking letters with sounds • Pronouncing words/adding new words to

vocabulary• learning rules for spelling—• remembering “little” words—

Listening comprehension is usually better than reading comprehension

Dyslexia Handbook Pg. 9-10

9


Early Childhood/Primary Grades

Difficulty with Recalling the right word (word retrieval) Manipulating sounds/parts of words Reading words isolation Remembering letter sequences in common

words, seen often Reading fluently and reading aloud Written expression

• Avoidance of reading

Dyslexia Handbook Pg. 9-10

10


Middle and Secondary School Reluctant readers Slow, word-by-word readers Mispronounce common words Very poor spellers Non-fluent writers—slow, poor quality &

quantity Weak vocabulary knowledge and use,

especially in written workDyslexia Handbook Pg. 10 & 11

11


Middle and Secondary School Difficulty using or comprehending

complex grammatical structures Listening comprehension is usually much

stronger than performance on timed reading and writing tasks

Difficulty learning a foreign language Difficulty with keeping up the

pace/demands of coursework

Dyslexia Handbook Pg. 10 & 11

12

What Areas are Evaluated

Academic Areas Letter knowledge Reading words in

isolation Decoding unfamiliar

words Reading fluency

Single words & in context

both rate & accuracy

Reading comprehension

Spelling

Cognitive Processes Phonological/phonemic awareness Rapid naming of

symbols or objects

Dyslexia Handbook Pg. 21

13

Additional Academic Areas

Vocabulary Listening comprehension Verbal expression Written expression Handwriting Mathematical

calculation/reasoningDyslexia Handbook Pg. 21

14

Additional Cognitive Areas

Working memory Short-term memory Visual processing Auditory processing Processing speed Thinking & reasoning skills

Dyslexia Handbook Pg. 21

Terms 15

Progress monitoring Response to Intervention (RTI) Assessment Evaluation

Terms16

Progress Monitoring -- A scientifically based practice used to assess students’ academic progress and/or performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Progress monitoring is a quick probe (less than 5 minutes) that is done frequently (weekly or biweekly) in order to make instructional changes in a timely fashion.

Terms 17

Response to Intervention (RtI) The RTI process is a multistep or tiered

approach to providing services and interventions at increasing levels of intensity to students who struggle with learning.

Student progress at each stage of intervention is closely monitored.

Results of monitoring are used to make decisions about the need for further researched-based instruction and/or intervention in general education, in specialized instructional settings, or both.

Terms 18

Assessment -- The general process of on-going inquiry, using both formal and informal data to determine a students’ learning.

Evaluation--Used to characterize an event The formal process of gathering

information on background and on response to classroom instruction, to formulate hypotheses, choosing and administering tests to measure potential and mastery of academic skills.

Types of Tests

19

Screening Criterion-Referenced Standardized

Screening

A step taken by school personnel to determine which students are at risk for not meeting grade level standards.

Universal screening can be accomplished by administering an academic screening to all students in a given grade level. Students whose scores fall below a certain cut-off point are identified as needing closer monitoring or intervention. (K-2 assessments)

20

Criterion-Referenced Test21

A test that allows its users to make score interpretations in relation to a functional performance level, as distinguished from those interpretations that are made in relation to the performance of others. Examples of criterion-referenced interpretations include comparison to cut scores, interpretations based on expectancy tables, and domain-referenced score interpretations. (TAKS/STARR tests are criterion referenced.) STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards.

Standardized Test22

In test development, establishing scoring norms based on the test performance of a representative sample of individuals with which the test is intended to be used.

In test administration, maintaining a constant testing environment and conducting the test according to detailed rules and specifications, so that testing conditions are the same for all test takers.

In statistical analysis, transforming a variable so that its standard deviation is 1.0 for some specified population or sample.

Testing Terms23

Age and Grade Equivalent Scores Standard Scores, Scaled Scores Percentiles Reliability Validity Basal Ceiling

Age and Grade Equivalent Scores24

Age EquivalentReflects the student’s performance in terms of the age group in the norming sample in which the median raw score is the same as the student’s raw score.

Grade EquivalentReflects the student’s performance in terms of the grade level in the norming sample at which the median raw score is the same as the student’s raw score.

**A grade equivalent score does not equate to performance in the classroom.**

Standard Scores & Scaled Scores

25

A type of derived score that describes a student’s performance relative to the average performance of the comparison group.

The distribution of these scores for a specified population has convenient, known values for the mean and standard deviation.

The range of standard scores is 0 to over 200 with a mean of 100 with a standard deviation of 15

The range of scaled scores is 0 to 20 with a mean of 10 with a deviation of 3.

Percentiles26

The percentage is defined to include scores in a specified distribution that fall below the point at which a given score lies. Sometimes the percentage is defined to include scores that fall at the point; sometimes the percentage is defined to include half of the scores at the point.

Percentile ranks indicate the status or relative standing of a pupil in comparison to other pupils.

The percentile rank tells the percent of pupils in a particular norm group who obtain lower scores; thus, for example, if Ann earns a percentile rank of 70 on a particular test it means she scored better than 70 percent of the pupils in the norm group and 30 percent scored as well or better than she. The scale goes from 1 to 99 percent. The mean is 50.

Reliability and Validity 27

Reliability -- refers to the measurement consistency of a test. A reliable test is one that yields similar results upon repetition of the test. The closer a test’s reliability is to +1.00 the more reliable the test.

Validity refers to the ability of a test to measure what it was designed to measure.

Basal & Ceiling

Basal--at or forming the bottom of something

Ceiling—The top or highest limits.

28

The purpose of establishing a basal and ceiling is to • Limit the number of items administered

• But be able to estimate, with high probability, the score that would have been obtained if all items had been administered

• By eliminating the items that would be too easy or too difficult

• Minimizes testing time

• Maximizing the individuals tolerance for the testing situation

Basal & Ceiling



29

• Some tests begin with item 1 and continue testing until a ceiling is reached. These test do not require a basal.

• When a tests has items arranged in groups or sets, the publisher determines a start point based on age and/or grade.

• The basal criterion is met when the subject correctly responds to the number determined by the publisher to be the lowest-numbered items in a group.

Basal & Ceiling



30

• If a subject fails to meet the basal criterion, directions are provided by the publisher how to proceed.

• Sometimes you continue to test backward until a basal is established or until you have administered item 1.

• On some tests the directions are to continue testing to obtain a ceiling.

• Then go back to starting point and test backwards to establish the basal.

31

Testing Basics

Know examiner qualifications of tests used

Administer ONLY tests you are qualified and trained to give

Know administration and scoring requirements of test

Adhere to requirements for testing as per test publisher

Practice giving and scoring tests prior to giving for identification

32

Testing Basics

Take on role of evaluator

Read instructions as written by the publisher

Never help, coax, explain or re-phrase questions

Sometimes you can repeat questions—directions will state what you can and cannot do

Some tests allow you to Query responses—know when this is allowed— “tell me more, explain more what you mean”

33

Testing Basics

Be encouraging to the student but Do Not acknowledge correctness or incorrectness of responses

Let them know you will be writing notes about their responses to look at later

Let them know it is okay to say they don’t know or have not learned that yet

Respect confidentiality of student and test

34

Testing Basics Always use latest version/revision of test

Old version should be used no longer than 1 year after revised test is published

Adhere to time requirements, testing conditions, as directed by publisher

Adhere to copyright requirements—do not copy test protocols, manuals etc.

Parents can view tests but cannot copy them

Only the score page can be copied for parent, school, etc

Questions to Consider35

Is there a “Dyslexia” test or battery of tests?

When is testing done?

How long does the testing take?

Who does the testing?

What should an evaluation include? What should be tested?

36

Identification Process

Team of knowledgeable persons determines dyslexia

Team is knowledgeable about The student being assessed The reading process Dyslexia and related disorders Dyslexia instruction District or charter school, state, and federal

guidelines for assessment The assessments used The meaning of the data collected

Dyslexia Handbook pg. 21-25

3737


Knowledgeable persons identify dyslexia after reviewing all accumulate data including:

Observations of teacher, school staff, parents

Samples of student work and classroom measures, data from student’s cumulative folder

Documentation of student progress

Results of administered assessments

Language Assessment Proficiency Committee (LPAC) when applicable Dyslexia Handbook pg. 21-25

3838


Unexpectedly low performance for student’s age and educational level in one or more of the primary characteristics of dyslexia

Reading real words in isolation

Decoding nonsense words

Reading fluency (both accuracy and rate)

Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia

Dyslexia Handbook pg. 13-25

3939


Unexpected low reading will result in a deficit in phonological processing including: Phonological awareness Rapid naming Phonological memory

Difficulty with secondary characteristics Reading comprehension Written composition Dyslexia Handbook pg. 13-25

4040

Identification Process & Special Education (The Dyslexia Handbook pg. 23)

Student should be considered at any point of the assessment process for special education if needed

Students display additional factors/areas complicating their dyslexia and requiring more support than is available through dyslexia instruction

Student is not making adequate progress in the dyslexia program

4141

Identification Process & Special Education

If a student with dyslexia is determined eligible for special education in the area of reading—the ARD committee MUST include appropriate reading instruction on the student’s IEP which includes descriptor listed in Chapter III in Dyslexia Procedures pg. 75, Q&A #52.

42

The Profile of Dyslexia

Involves making comparison of scores in the areas evaluated

UNEXPECTED for child in relation to other cognitive abilities

Discrepancies between decoding and comprehension (weak word reading vs comprehension)

Listening comprehension stronger than reading comprehension

43


Involves making comparison of scores in the areas evaluated

Accuracy vs rate Readers with dyslexia are more reliant on

context than proficient readers Real vs non-word reading Poor spelling

44


Spelling / nonsense word reading

< decoding words in lists

< decoding words in text

< reading comprehension

< listening comprehension / IQ

Phonological awareness Phonological Memory Rapid naming / fluency Language

Clark, D., & Uhry, J.K.; 2005

45


Listening comprehension / IQ

Reading comprehension

Decoding words in text

Decoding words in lists

Spelling / nonsense word reading

Phonological awareness Phonological Memory

Rapid naming / fluency Language

Clark, D., & Uhry, J.K.; 2005

46

Resources

Clark, D., & Uhry, J. (Eds.). 2005 Dyslexia: Theory and practice of instruction (3rd edition.). Baltimore, MD.: York Press.

Farrall, M. L., 2012 Reading Assessment Linking Language, Literacy, and Cognition. Hoboken, New Jersey, John Wiley & Sons, Inc

Farrall, M. L., Wright, P. D., Wright, P. W. D., 2014 All About Tests & Assessments. Hartfiled, Virginia,: Harbor House Law Press, Inc.

Mather, N., Welding, B. J., 2012Essentials of Dyslexia Assessment & Intervention. Hoboken, New Jersey; John Wiley & Sons, Inc.

Texas Education Agency, 2014 The Dyslexia Handbook. Austin, Texas, The Texas Education Agency.

The International Dyslexia Association, (2009) Testing And Evaluation Fact Sheet Retrieved from http://eida.org/testing-and-evaluation/

47

Cognitive Information

What We know phonological and phoneme awareness

necessary for the development of reading skills.

Also , the influence of Rapid Automatized Naming (RAN), processing speed,

48

Other Cognitive Areas

Other Cognitive areas that should be considered Orthographic coding Morphological awareness Memory span Working memory

Orthographic Coding---Using letter and word patterns to aid in pronunciation

Phonological coding---using knowledge of letter-sound correspondences to read words

49

Symptoms of Poor Orthographic Awareness

Difficulty learning how to form symbols Confusion of symbols similar in

appearance (e.g. b for d, n for u, says tan for ton)

Trouble with near- & far-point copying Tendency to reverse or transpose letters &

numbers Trouble remembering how words look

50


Trouble reading exception or irregular words

Trouble with accurate and rapid word recognition; slow reading speed

Tendency to use different spellings for the same word

Tendency to omit endings—when reading or writing

Overreliance on the phonological rather than the visual features of words

51


Trouble learning and retaining basic math facts

Difficulty counting in a sequence (e.g. by 2, 3, etc.)

Trouble with multistep problems Difficulty switching back and forth with

different processes (e.g. watching the signs in math)

52


Memory Span—involves the ability to listen to information and then repeat it verbatim in a short time period, usually seconds

Also, difficulty to make associations between verbal and visual information (verbal-paired-associate learning)

53


Working Memory—involves the capacity to hold information in immediate awareness while manipulating or transforming the information in some way.

Examples: Listen to a sequence of digits and then

say the digits back but in reversed order.

Informal Measures of Memory Span & Working Memory

Span Tasks Create a set of items

that increase in number or span.

Present items verbally to student to repeat in sequence (e.g. three items with 2 digits, three items with 3 digits, three items with 4 digits, and so on.)

Working Memory An intervening activity or

transformation must occur before the individual is asked to recall the information. (e.g. wait for a signal before responding)

Present items and ask the student to recall them in reverse order.

You can use digits, words, pictures, or objects.—note it is interesting to do auditory and visual tasks.) 54

55

Evaluation for Dyslexia

Information gathering—informal/qualitative data

ScreeningWork samples

Testing—formal/quantitative dataIndividualized evaluationConducted through

§ 504 procedures or Individuals of Disabilities Education Act (IDEA 2004)

56

Considerations & Cautions—P A Scores Are in the Average Range!!

Must ask WHY? And What about Phonological Memory and RAN

Examine the student’s history--determine if evidence of previous difficulty with phonological/phonemic awareness.

Has student received intervention--effective instruction--this may remediate phonological awareness skills in isolation, average phonological awareness scores alone DO NOT rule out dyslexia

Ongoing phonological processing deficits can be exhibited in word reading and/or spelling—thus need for evaluation of written expression.

57

Considerations & Cautions-- Unexpectedness

Students with above average skills are more difficult to identify because skills look average when compared to peers. However, must consider “intra” individual differences.

The Twice-Exceptional student is the most under identified and underserved students.

See pg. 38 of Dyslexia Handbook

58

Considerations & Cautions-- Fluency & Accuracy

Reading rate should not be reported without consideration of Accuracy

Fluency training is about practice---that is reading words repeatedly so that skills become automatic to free up attentional resources for higher-level skills. (strong memory skills can mask inaccurate reading)

Inaccuracy interrupts the fluency and attention to higher-level skills

59

Fluency & Accuracy

Inaccuracies cause repetition and self-corrections

Both increase the amount of time needed to read and comprehend passages

60

Considerations & Cautions-

Identification should NOT be based on ONE score

Must consider differences among scores Academic--clustering of scores related to reading

and writing being lower than other academic areas as well as cognitive areas

Cognitive—clustering of scores related to processing speed, memory, retrieval, Efficiency lower than other cognitive areas

Know what is a significant difference among scores. (Standard Scores 12-15 points, Scaled Scores 3 or more, Percentiles at or below 30th percentile)

61

Considerations & Cautions-

Looking at Standard Error of Measurement gives a range for helping to understand how a student’s performance can fluctuate from one time/day to another.

Handbook or any other assessment information do not identify a formula that should be used. Everything says identification is based on “Formal” and “Informal” data.

62

Resources

Clark, D., & Uhry, J. (Eds.). 2005 Dyslexia: Theory and practice of instruction (3rd edition.). Baltimore, MD.: York Press.

Farrall, M. L., 2012 Reading Assessment Linking Language, Literacy, and Cognition. Hoboken, New Jersey, John Wiley & Sons, Inc

Farrall, M. L., Wright, P. D., Wright, P. W. D., 2014 All About Tests & Assessments. Hartfiled, Virginia,: Harbor House Law Press, Inc.

Mather, N., Welding, B. J., 2012Essentials of Dyslexia Assessment & Intervention. Hoboken, New Jersey; John Wiley & Sons, Inc.

Texas Education Agency, 2014 The Dyslexia Handbook. Austin, Texas, The Texas Education Agency.

The International Dyslexia Association, (2009) Testing And Evaluation Fact Sheet Retrieved from http://eida.org/testing-and-evaluation/

EVALUATION FOR DYSLEXIA: HOW TO GET BEYOND THE NUMBERS Helen Macik, M.Ed., Educational...

Documents

Transcript of EVALUATION FOR DYSLEXIA: HOW TO GET BEYOND THE NUMBERS Helen Macik, M.Ed., Educational...