Dyslexia in the Schools: Assessment and Identification

Either your therapist leads your child’s lesson every week, or you do. 讀寫障礙評估 of our therapists will call to talk about your child’s results. We will email you this report and future dyslexia-related information. Compliment the student for responding, but do NOT correct or try to teach the student the words.


Dyslexia Testing and Assessment

Although students with dyslexia usually have strong higher-level language skills, they typically have problems in low-level language skills (see following section “Phonological processing”). This deficit limits the ability to learn to read and spell using the sounds of the language. Young children with dyslexia often have delays in language development, but their higher-level language skills are usually age- appropriate by the time they enter school. Difficulties with higher-level language skills suggest a need for a language evaluation by a speech-language pathologist to rule out language impairment.


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Students with dyslexia often have a slow speed of processing information . These items are presented in rows on a card, and the student is asked to name each as quickly as possible. Naming speed, particularly letter naming, is one of the best early predictors of reading difficulties. Therefore, it is often used as part of screening measures for young children. Slow naming speed results in problems with developing reading fluency.


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Our spoken language is made up of words, word parts , and individual sounds . We must be able to think about, remember, and correctly sequence the sounds in words in order to learn to link letters to sounds for reading and spelling. However, students with dyslexia have difficulty with identifying, pronouncing, or recalling sounds. Intervention planning An effective evaluation develops a focused remedial program.


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Some states have passed specific legislation related to dyslexia (see Dyslegia.com for an up-to-date list); others are attempting to pass legislation. Many of these laws require public schools to screen children for dyslexia during kindergarten, first grade, or second grade. A few of the states require teacher preparation programs to offer courses on dyslexia and for teachers to have in-service training (Youman & Mather, 2015). Although the regulations contain a list of conditions under the definition of SLD that includes dyslexia, the list is not exhaustive. For students with dyslexia, in order to be eligible under the category of SLD, RTI or other educational data may be used to demonstrate that the disability has a significant educational impact (Mather & Wendling, 2011). Therefore, some students who have been identified with dyslexia may meet state-determined criteria for the special education category of SLD, whereas others may not.


Depending on the level of testing, you might work with speech pathologists, specialist teachers, psychologists, and others. That’s because, in some situations, the evaluation will include input by professionals that can rule out other causes for the academic challenges faced by each client. For example, someone with a speech-related challenge might struggle with some parts of standard dyslexia tests. While costs vary widely based on your location and the level of assessment you need, there’s little question that it’s a significant cost.


The task of relating and interpreting the information collected should be the responsibility of a professional who is thoroughly familiar with the important characteristics of dyslexia at different stages in the development of literacy skills. This professional should also have knowledge of the influence of language development and behavior on literacy learning. Often, school psychologists and/or speech- language pathologists are responsible for this task. Nevertheless, clusters of distinguishing characteristics are frequently noted. Many parents and educators are erroneously told that dyslexia can’t be diagnosed until 3rd or 4th grade. Please do not listen to this myth – it can cost your child years of lost learning.

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