Identifying dyslexia and other learning problems using … · Identifying dyslexia and other...

Lucid Assessment System for Schools

www.lucid-research.com © Lucid Research Ltd www.lucid-research.com © Lucid Research Ltd

1

Identifying dyslexia and other learning problems using LASS


www.lucid-research.com © Lucid Research Ltd

2

Outline of presentation

• What is LASS? • What is dyslexia? • Indicators of dyslexia • Components and features of LASS • Uses of LASS for screening and assessment • Types of results provided by LASS • Conclusions



What is LASS? • LASS stands for ‘Lucid Assessment System for Schools’

• LASS is an objective, multifunctional system for assessing children aged 8 years 0 months to 15 years 11 months

• It comprises 8 tests: four assessing core cognitive skills, and four assessing key aspects of literacy attainment

• The tests are delivered by a computer in the form of games which pupils enjoy

• LASS has two versions: LASS Junior (age 8:0 – 11:11) and LASS Secondary (age 11:0 – 15:11)

• Results are based on national standardised norms

3



4

How does LASS work? • LASS is easy to administer. The computer does the assessment and

calculates the results.

• For older children the tests can be self-administered, and group administration using a network is available.

• The tests are adaptive so assessment time is minimised.

• Results are shown as a graphical profile with standardised norms.

• The profile enables the teacher to measure the pupil’s basic literacy skills and reasoning ability, and to identify cognitive strengths and limitations that can underpin any difficulties being experienced.



5

What is dyslexia? #1

“Dyslexia is a complex neurological condition which is constitutional in origin. The symptoms may affect many areas of learning and function, and may be described as a specific difficulty in reading, spelling and written language.”

[British Dyslexia Association, 1995]



6


“Dyslexia is a specific language-based disorder of constitutional origin characterised by difficulties in single-word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities.”

[International Dyslexia Association, 1994]



7


“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in

phonological awareness, verbal memory and verbal processing speed.”

[Rose Report on Dyslexia, 2009]



8

Characteristics of dyslexia • Genetically inherited developmental condition • Neurologically based impairment of cognitive functioning • Affects 5-10% of the general population • Impacts on learning to read and write and other aspects of

education (e.g. maths) • Varies in severity • Independent of intelligence and social class • Boys outnumber girls about 4:1 • Comorbidity with related developmental disorders • Responds to teaching but cannot be ‘cured’ • Positive strengths, e.g. in visual thinking • Problems of self-esteem



9

Brain scans while reading #1

[Eden, 2004]



Brain scans while reading #2

Good readers Dyslexic readers Compensated dyslexic readers

[Shaywitz, 2002]

10



11

Why should teachers try to identify dyslexia?

• Legislation on dyslexia, disabilities and SEN • Dyslexic children often ‘slip through the SEN net’ • Deleterious effects of waiting for children to fail • Potential litigation • Shortage (and expense) of Educational Psychologists



12

Main factors to look for

• Unusual pattern of skills

• Significant discrepancy between intelligence and literacy attainment

• Difficulties with memory

• Language difficulties

• Family history of similar problems



13

Key early years indicators of dyslexia

• Speech and language difficulties • Little or no interest in books or writing

• Auditory discrimination problems • Poor phonological awareness (e.g. poor

rhyming skills)



14

Key primary-age indicators of dyslexia

• Puzzling underachievement in some or all aspects of literacy

• Difficulty in acquiring phonics • Reluctant reader or writer • Characteristic spelling errors • Poor short-term memory • General disorganisation



15

Key secondary-age indicators of dyslexia

• Unexplained discrepancy between ability and school achievement

• Difficulties when reading new or unfamiliar words

• Poor spelling, with characteristic errors • Slow writing with word omissions,

confusions of ‘little words’, etc. • Unexpected poor recall in exams



16

Main effects of dyslexia on learning • early speech problems • poor phonological awareness • difficulty with acquiring phonic skills • slow and inaccurate reading • poor spelling • disorganised writing • memory difficulties



17

Advantages of computer-based assessment

• Standardised presentation • Improved accuracy of measurement • Time saving — speedier administration,

especially with adaptive tests • Labour (and cost) saving • Enjoyable for pupils • Results available instantly



18



19

DIAGNOSTIC TESTS ‘Cave’

(Visual memory) ‘Mobile’

(Auditory memory) Nonwords

(phonic skills) Syllables

(phonological processing)

ATTAINMENT/ ABILITY TESTS Word reading Sentence reading Spelling Reasoning

The tests in LASS



20

Features of LASS

• The tests are adaptive and start at a fairly easy level and get progressively more difficult.

• Most pupils require minimal supervision while doing the tests.

• Most pupils enjoy the tests. • The cartoons that accompany each test are designed to

enhance engagement of disaffected or poorly motivated pupils but can be switched off if desired.



Cave

• Test of visual memory

• Pupil has to remember visual items and their locations

• Time limit for each item

21



Mobile

• Test of auditory memory.

• Pupil has to remember telephone numbers.

• Starts with two digits in sequence and goes up to nine digits.

22



Non-words

• Test of phonic skills • Pupil has to choose

best spoken version of various non-words out of four alternatives

23



Segments

• Test of phonological processing

• Pupil has to determine what is left when a sound or syllable is removed from a word

24



Single word reading • Test of word

recognition • Pupil hears the word

spoken and has to select from five visual alternatives

• All the alternatives are real words (i.e this is not a test of spelling)

25



Sentence Reading

• Test of reading comprehension

• Pupil has to identify a missing word from a sentence

• No speech is involved in this test

26



Reasoning • Test of nonverbal

intelligence • Pupil has to

identify which picture is missing from the grid and select from six alternatives

• Time limit of 30 seconds per item

27



28

Test administration tips

• Test in a quiet place where there are minimal distractions (use headphones where noise is likely to be a problem)

• Prepare the pupil (especially if unconfident) for the tests by explaining what is going to happen

• Allow a rest between tests if required • Do not give specific feedback but give general

encouragement where necessary



29

Dyspraxic or poorly coordinated pupils

• The important data is on accuracy so time taken to compete the tests is generally not important

• Time is only a factor in the Reasoning and Cave tests

• In severe cases the teacher can use the mouse and respond according to the child’s instructions



30

Attention and distraction • LASS is designed to maintain pupils’ attention and

concentration, but obvious distractions should be avoided • The cartoons are provided as additional reinforcement for

reaching the end of the test (but use of these is optional) • Even a seriously disaffected pupils usually maintain good

attention and motivation when doing LASS • In extreme cases greater supervision may be required to

ensure the pupil stays ‘on task’



31

• When screening all pupils it may not be necessary to administer all the tests

• One strategy is to administer just the Sentence Reading, Spelling and Reasoning tests initially

• If there is discrepancy (i.e. Sentence Reading and/or, Spelling are significantly lower than the Reasoning score) then the pupil is underperforming in literacy and further investigation will be necessary to uncover the cause of this

• Group testing can be done using the network version

Using LASS for screening



32

Using LASS for assessment

• If pupils are suspected of having problems with learning or screening has revealed a problem, LASS can be used as an assessment

• This should help in the identification of the likely causes of the problem and formulation of appropriate solutions

• All eight tests will need to be administered • Other information about the pupil should be taken into

consideration



33

General uses of LASS • Assess reading and spelling skills • Spot weaknesses in memory and phonological skills • Estimate intelligence • Measure discrepancies between expected and achieved levels

of attainment in literacy • Identify dyslexia and related learning difficulties • Monitor progress in reading and spelling • Evaluate developments in cognitive skills (e.g. in response to

training) • Remember that LASS results are just part of the overall

information the teacher should use to identify SEN



34

LASS results pages

• The main LASS results are in the form of a graphical profile

• Scores are shown in centiles or z scores (≡ standard scores)



35

Data pages • For each test full

results for every item can be accessed

• All results can be printed out or archived for future reference



36

Summary table • A summary table

shows the main results in numerical format

• Statistical discrepancies are also calculated.



37

Conclusions • LASS provides a speedy, convenient, pupil-friendly way of

assessing core learning skills and attainments

• LASS results are teacher-friendly and can be used to help identify learning problems, barriers to learning and SEN

• LASS is a tool for teachers to use in the process of deciding the best way for pupils to be educated — but other information about the pupil should also be taken into account

Identifying dyslexia and other learning problems using … · Identifying dyslexia and other...

Documents

Transcript of Identifying dyslexia and other learning problems using … · Identifying dyslexia and other...