Dyslexia: Who, What, When, Why, How – don’t remember the title 

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Dyslexia:To Screen or Not toScreen

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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Who needs to be screened

OAll K-2 – DIBELS and Rapid Naming

OAll 3-12 who are referred by theirteachers/parents for concerns

OCan begin the process at any level and moveforward

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Universal Screening

OScreening of all students to find those in thecategory of “some risk” or “at-risk”

ODIBELS is required by the Dyslexia law

ORapid Naming

OAR Rapid Naming Screener

OLocal Norms – Excel or SPSS

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Examples of Universal orLevel 1 Screeners

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Sources for additionalscreeners

OSources 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

Ohttp://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/elementary_assessments_4-9-12.pdf

Ohttp://www.sde.ct.gov/sde/lib/sde/pdf/curricul um/cali/secondary_assessments_4-9-12.pdf

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After Universal Screening

OAfter students are identified through universalscreening to be some risk/at-risk

OMonitor progress (level 1) and intervene with skilldeficits

OMay move on to therapy/intervention if RTIcommittee determines it is warranted

OMay also move directly to level 2 screening ifwarranted.

OLocal control/RTI team control

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Deciding when to go forLevel 1 screening

OIf, through progress monitoring andappropriate intervention, the student is notshowing improvement the RTI team shouldgather data for a Level 1 screening

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Level 1 screening

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Adequate Intelligence or theAbility to Learn?

OCheck to see if they’ve had aspeech/language screening – Pass or Fail

OIf you have a speech evaluation can look atlistening comprehension skills – average LCequates to average cognitive abilities

OAverage math calculation skills, poor readingmay affect math problem solving (wordproblems)

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Assembling YourLevel 1 Screener

OPersonalize your Level 1 Screening usingwhat you have available to you in yourdistrict

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Level 1 Screening

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Level 1 Screening

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Do I Mark Yes or N0?

OIs my student consistently receiving scoresin the some risk/at-risk range of scores onthe DIBELS? Then mark Yes

OIs my student now, after receivingintervention, achieving scores in theexpected range for their grade? Then markNo

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Level 1 Screening

OIf the consensus of the Level 1 screening datatable indicates the possible presence of dyslexiathen a Level 2 screening should be conducted –Do you have more yes’s than no’s? Do you haveyes’s that are concerning and warrant moreinvestigation?

OPhonological awareness difficulties – blending,segmenting, rhyming, phoneme isolation, wordfind issues, alphabet knowledge, etc.

OWord reading/decoding issues

OSpelling difficulty

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Level 2 screening

OThe Level 2 Dyslexia Screening is a moredetailed process for identifying a pattern ofstrengths and weaknesses documenting thecharacteristics of dyslexia. - See Level 2Table

OMeant to be norm-referenced meaning thatyou will be obtaining standard scores, scaledscores, and/or percentiles – See Bell Curvehandout

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Level 2 Screening

OThe specific skills to be tested include

Ophonological awareness,

Orapid naming,

Oword reading,

Odecoding,

Ofluency,

Ospelling and

Oreading comprehension.

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Assembling Your School’sLevel 2 Battery

OGet in Small groups or individually

OUse Assembling Your Schools Level 2 Battery handout

OComplete your Level 2 battery form to determine ifyou have all needed materials to screen for level 2

ODiscussion… help topics

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Appendix G of the DRG

UNDERLYING CAUSE

PHONOLOGICAL AWARENESS

OCTOPP - 2 (Comprehensive Test of Phonological Processing) -Phonological Awareness Composite - Elision, Blending Wordsand Phoneme Isolation or Sound Matching subtests make upthis composite

OPAT - 2 (Phonological Awareness Test - 2) - first six subtests

OKTEA-3 (Kaufman Test of Educational Achievement - 3rdedition)

OWRMT - Ill (Woodcock Reading Mastery Test Ill) - PhonologicalAwareness

OWJ-IV(Woodcock-Johnson Tests of Oral Language - 4th edition)- Segmentation and Sound Blending

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Appendix G

UNDERLYING CAUSE

RAPID NAMING

OCTOPP - 2 - Rapid Naming Composite

OKTEA-3 - Rapid Automatized Naming, Letter Naming Facilityand/or Object Naming Facility

OWRMT - III - Rapid Automatic Naming

OWJ-IV Tests of Oral Language** - Rapid Picture Naming

ORAN/RAS (Rapid Automatized Naming and Rapid AlternatingStimulus) Letter Knowledge

OPAT - 2 - Graphemes

OWRMT - III - Letter Identification

OWJ-IV (Woodcock-Johnson Tests of Achievement - 4th edition)-Spelling of Sounds (Phoneme knowledge)

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Appendix G

CHARACTERISTICS

DECODING

OPAT - 2 - Decoding

OKTEA-3 - Nonsense Word Decoding

OWIAT - III (Wechsler Individual AchievementTest - 3rd edition) - Pseudoword Decoding

OWJ-IV Ach- Word Attack

OWRMT – III - Word Attack

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Appendix G

CHARACTERISTICS

WORD RECOGNITION

OKTEA-3 Letter & Word Recognition

OWIAT - Ill - Word Reading

OWJ-IV Ach - Letter-Word Identification

OWRAT - 4 (Wide Range Achievement Test -4th edition) - Reading

OWRMT - III - Word Identification

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Appendix G

CHARACTERISTICS

FLUENCY

Oral Reading Accuracy

OGORT - 5 (Gray Oral Reading Test - 5thedition) - Accuracy score

OOral Reading Rate GORT - 5 - Rate score

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Appendix G

CHARACTERISTICS

Oral Reading Fluency (Rate and Accuracy as aComposite only)

OKTEA-3 Word Recognition Fluency, AssociationalFluency, Silent Reading Fluency

OTOWRE - 2 (Test of Word Reading Efficiency- 2ndedition) - Sight Word Efficiency, Phonemic DecodingEfficiency, and Total Word Reading Efficiency

OWIAT- III - Oral Reading Fluency

OWJ-IV Ach - Oral Reading Fluency, Sentence ReadingFluency

OWRMT – III - Oral Reading Fluency

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Appendix G

CHARACTERISTICS

SPELLING

OKTEA-3 - Spelling Orthographic ProcessingCluster - Spelling, Letter Naming Facility, andWord Recognition Fluency

OTWS - 5 (Test of Written Spelling - 5th edition) -Spelling

OWIAT - Ill - Spelling

OWJ-IV Ach - Spelling

OWRAT - 4 - Spelling

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Appendix G

OUTCOMES

READING COMPREHENSION

OGATES (Gates-MacGinitie Reading Tests) - Silentreading comprehension

OGORT-5 - Oral reading comprehension

OGSRT (Gray Silent Reading Tests) - Readingcomprehension

OKTEA-3- Reading Comprehension

OWIAT – III Reading comprehension

OWJ-IV Ach- Passage Comprehension

OWRAT - 4 - Sentence Comprehension

OWRMT - III - Passage Comprehension

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Appendix G

OUTCOMES

Written Expression

OKTEA-3 Written Expression

OTOWL - 3 (Test of Written Language - 3rdedition) - Overall writing quotient

OWIAT - Ill - Written Expression

OWJ-IV Ach - Writing Samples

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You’ve Tested and GatheredData for a Level 2… now what?

OSee Level 2 Dyslexia Table handout

OPlug your data in to the table to visually seethe profile.

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Level 2Step 1

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Level 2 ProfileStep 1

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Level 2Step 2

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Level 2 ProfileStep 2

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Level 2Step 3

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Level 2 ProfileStep 3

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Dyslexia: Yes or No?

OCase Study Data

OQuestions