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7/23/18
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Dyslexia Screening for Teachers and Special Education Professionals
Madeline ArmstrongConsultant Psychologist
July, 2018 1Presentation Title Arial Bold 7 pt
What is Dyslexia?
What does Dyslexia look like in the classroom?
● Confusing sounds
● Difficulty rhyming
● Difficulty chunking syllables
● Spelling sounds as they sound (e.g. ‘torl’
for ‘tall’
● Mixing up sequence of letters (e.g. ‘hlep’
for ‘help’)
● Reversing sequence of letters
● Letter and digit reversals3Presentation Title Arial Bold 7 pt
● Missing out a letter
● Adding an extra letter
● Lots of ideas but difficulty putting them in
writing - takes much longer
● Immediately forgetting what’s just been
read
● Slow and effortful reading
● Missing out words or skipping lines as they
read
What does Dyslexia look like in the classroom? (cont)
4Presentation Title Arial Bold 7 pt
● Avoidance of tasks
● Difficulties concentrating
● Short attention spans
● Distracting others
● Anger / frustration
● Low self-esteem
● “Lazy”
● “Dumb” “Stupid”
● Isolation from peers
● Withdrawn
What is Dyslexia?
A pattern of learning difficulties characterised by problems with
accurate or fluent word recognition, poor decoding, and poor spelling
abilities.
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● Developmental difficulty in learning to read
● Life-long ● Other terms - learning
disability or specific learning difficulty/disorder
● Estimated 4% of Australian students have a learning disorder
How is Dyslexia Diagnosed?
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DSM-V Specific Learning Disorder
A neurodevelopmental disorder with a biological origin.
Essential Features: 1. Persistent difficulties learning keystone academic skills, with onset during the
years of formal schooling.2. The individual’s performance of the affected academic skills is well below
average for age. 3. The learning difficulties are readily apparent in the early school years in
most individuals. 4. The learning difficulties are considered “specific”, for four reasons:
1. Not attributable to intellectual disabilities 2. Cannot be attributed to more general external factors, such as economic or
environmental disadvantage, chronic absenteeism, or lack of education as typically provided in the individual’s community
3. Cannot be attributed to a neurological or motor disorders, or to vision or hearing disorders
4. May be restricted to one academic skills or domain (e.g. reading single words, retrieving or calculating numbers facts)
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DSM-V Criteria (cont)A. Difficulties learning and using academic skills, as indicated by the presence of at least
one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties:
i. Inaccurate or slow and effortful word reading ii. Difficulty understanding the meaning of what is readiii. Difficulties with spelling iv. Difficulties with written expressionv. Difficulties mastering number sense, number facts, or calculation vi. Difficulties with mathematical reasoning
B. The affected skills are substantially and quantifiably below those expected for the individual’s chronological age, and cause significant interference with academic or occupational performance or with activities of daily living, as confirmed by individually administered standardised achievement measures and comprehensive clinical assessment.
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DSM-V Criteria (cont)
C. The learning difficulties begin during school-age years but may not become fully manifest until the demands for those affected academic skills exceed the individual’s limited capacities
D. The learning difficulties are not better accounted for by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction.
Comprehensive assessment and diagnosis can only be made by a Psychologist
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Functional Outcomes / Impact of SLD
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SLD can have negative functional consequences across the lifespan.
● Lower academic attainment
● Higher rates of high school dropout
● Lower rates of post-secondary education
● High levels of psychological distress
● Poorer overall mental health
● Higher rates of unemployment
● Lower incomes
People with Dyslexia can do GREAT things! Response To Intervention (intervention)Criteria: A. “….despite the provision of interventions that target those difficulties”
● Targeted towards the individual’s specific difficulties● Evidence-based ● Multiple times per week ● For a duration of at least 6 months
Until there is evidence to show this has been completed, a formal diagnosis cannot be given.
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Response To Intervention (assessment)
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Tier 1 Tests Screening for Dyslexia
Tier 1 - DST FamilyDyslexia Screening Tests (DST)
Dyslexia Screening Test - Junior (DST-J)● Age: 6;6 - 11;5● Admin time: 30mins● Format: 1:1 administration
Subtests: Rapid Naming, One Minute Reading, Phonemic Segmentation, Two Minute Spelling, Backwards Digit Span, Nonsense Passage Reading, One Minute Writing, Verbal Fluency, Rhyme, Vocabulary
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Dyslexia Screening Test - Secondary (DST-S)● Age: 11;6 - 16;5● Admin time: 30mins● Format: 1:1 administration
Subtests: Rapid Naming, One Minute Reading, Phonemic Segmentation, Two Minute Spelling, Backwards Digit Span, Nonsense Passage Reading, One Minute Writing, Verbal Fluency, Rhyme, Vocabulary
Tier 1 - Shaywitz DyslexiaScreen
Age: Prep - Grade 3Admin time: <5mins p/studentFormat: Digital Rating Scale
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Tier 2 Tests Screening/Assessment
for Dyslexia
Tier - 2 Test of Word Reading Efficiency (TOWRE-2)
Age: 6 - 24;11Admin time: 5 - 10 minutes Format: 1:1 administration paper/pencilUser Level B
4 Alternate Forms - A - D
2 Subtests1. Sight Word Efficiency2. Phonemic Decoding Efficiency
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Tier - 2 Woodcock Reading Mastery Test (WRMT-III)
Age: 4;6 - 79;11Admin Time: 15 - 45mins (flexible battery)Format: 1:1 administration, paper/pencilUser Level BAlternate Forms: A & B
Composites: Readiness
Basic Skills
Reading Comprehension
Total
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Subtests:Letter Identification
Phonological Awareness
Rapid Automatic Naming
Word Identification
Word Attack
Word Comprehension
Passage Comprehension
Listening Comprehension
Oral Reading Fluency
WRMT-III (cont)Scoring - digital (Q-Global) or hand-scoring available
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WRMT-III (Cont)
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Tier - 2 Test of Written Language (TOWL-4)
Age: 9 - 17;11Admin time: 60 - 90 minutesFormat: individual or group, paper/pencilUser Level B
Subtests:VocabularySpellingPunctuation Logical Sentences Sentence Combining Contextual Conventions Story Composition
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Composites:● Overall Writing ● Contrived Writing● Spontaneous Writing
Tier - 2 Comprehensive Test of Phonological Processing (CTOPP-2)Age: 4 - 24;11 yearsAdmin Time: 40minsFormat: Individual, paper/pencilUser Level B
Subtests:ElisionBlending Words Phoneme Isolation Memory for Digits Nonword Repetition Rapid Digit NamingRapid Letter Naming Blending Nonwords Segmenting Nonwords
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Composites:Phonological AwarenessPhonological MemoryRapid Symbolic Naming Alt. Phonological Awareness
Tier - 2 Wide Range Achievement Test (WRAT-5)Age: 5 - 85+Admin time: 15-25mins for 5-7 years; 35-45mins 8years+Format: individual; digital (Qi or QG for scoring) or paper/pencil User Level BAlternate Forms - Blue and Green
Subtests: ● Word Reading ● Sentence Comprehension ● Spelling ● Maths Computation
Reading Composite also available when administering Word Reading and Sentence Comprehension.
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WRAT-5 (Cont)
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Tier - 2 Wechsler Individual Achievement Test (WIAT-III)Age: 4 - 50;11 yearsAdmin time: variable; flexible batteryFormat: individual; digital (Qi or QG for scoring); paper/pencilUser Level B
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WIAT-III (cont)
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WIAT-III (cont)
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WIAT-III (cont)
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Tier - 2 Kaufman Test of Educational Achievement (KTEA-3)
Age: 4 - 25;11 yearsAdmin time: 15 - 80 mins (flexible battery)Format: individual; digital (Qi or QG for scoring); paper/pencilUser Level B
Also a Brief version available.
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KTEA-3 (Cont)
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KTEA-3 (cont)
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InterventionsLearning Difficulties Australia (LDA) Position Statement Examples of programs that follow an explicit structured approach to the teaching of reading include, but are not limited to programs such as…
● Jolly Phonics● Read Write Inc.● Sounds-Write● Get Reading Right● The Multi-Lit suite of programs
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“LDA is an association of teachers and other
professionals dedicated to assisting students with
learning difficulties through effective teaching practices
based on scientific research…”
www.pearsonclinical.com.au
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Pearson Clinical Short Course (Statistics) -to upgrade to ULB
User Level T - Teacher, Social Worker, Nurse, and Early Childhood Professional
User Level B - Allied Health or Special Education Professional *
* This applies to but is not limited to Undergraduate and Masters degrees in speech pathology, occupational therapy, physiotherapy and may include special education, medical and behavioural science.
Core requirements: some tertiary level study completed covering basic psychometrics / standardised assessment and measurement / research methods
If you’re interested, please email [email protected] to be included on the expressions of interest list.
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Useful Website / ResourcesLearning Difficulties Australiahttps://www.ldaustralia.org/disabilities-and-dyslexia.html
MUSEC Briefings http://www.musec.mq.edu.au/community_outreach/musec_briefings.jsp
The National Scientific Council on the Developing Childhttp://developingchild.harvard.edu/initiatives/council
Learning Disabilities Worldwidehttp://www.ldaworldwide.org/
The National Centre for Learning Disabilitieshttp://www.ncld.org
IDA - The International Dyslexia Association (USA)http://www.interdys.org/index.htm
Centre for Evidence-Informed Policy and Practice in Education (UK)http://eppi.ioe.ac.uk
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Sophia’s Dylexia Fight Song
Click here
If you have any questions, please leave them in the chat box.
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