Screening & Testing
Importance of Early Screening
Importance of Early Screening
It is time to end the dyslexia paradox!
It is time to end the dyslexia paradox!
- Screen to identify at risk students in Kindergarten (screening is not a diagnosis).
- Tier 1 Instruction should use a Structured Literacy Approach to teach all children the alphabetic code.
- Screens should include: Phonemic Awareness, Phonological Awareness, and Rapid Auto Naming Skills
Testing and Evaluation
Testing and Evaluation
- The article, "Testing and Evaluation" from the International Dyslexia Association website is a holistic and powerful guide on testing and evaluations to help identify dyslexic students. (Click on title to redirect to article).
- SLD/Dyslexia Assessment Resource Guide from the CT Department of Education. Describes testing and evaluations to help identify dyslexic students. These tests help identify core deficits, so appropriate evidence-based interventions can be used for students with dyslexia.
How can districts improve their methods for identifying dyslexic students and provide an appropriate and scientifically based intervention? Hint: It starts with Tier 1 instruction!
How can districts improve their methods for identifying dyslexic students and provide an appropriate and scientifically based intervention? Hint: It starts with Tier 1 instruction!
Things to Consider
Things to Consider
- K-3 literacy should include structured literacy as defined by the IDA. A systematic, explicit, and multi-sensory approach to reading through the teaching of phonics in the Tier 1 setting K-3. Learn more about structured literacy programs.
- Conduct informative PD sessions on the signs and symptoms of Dyslexia. Knowledge is power!
- Early screening is the best predictor of students who will go on to have reading disabilities.
- Highly trained teachers using evidence-based interventions with fidelity will lead to literacy for all.
- Use a dyslexia symptoms checklist as part of the RTI (Response to Intervention) referral Process. RTI remediation strategies often lead to a "wait to fail" reality for dyslexic students. If teachers understood dyslexia and the symptoms, effective Tier 2 & 3 interventions can be easier to implement (intensive systematic multi-sensory intervention). If a child is placed on a Personal Literacy Plan (PLP) they should be screened for phonemic awareness and phonological weaknesses before trying any intervention! Guided reading interventions do not address the core deficit for dyslexic children.
- Review Child's developmental history.
- Consider family history of struggling students. Dyslexia runs in families.
- Use the recommended diagnostic tests to identify dyslexia (Note: there is no single dyslexic test! Evaluations should include testing, classroom observations, and curriculum based class work. They all play an important part in identifying a dyslexic student).
- Evaluations for Dyslexia should include: intelligence, oral language skills, word identification, decoding, spelling/encoding, phonological processing, automaticity/fluency skills, reading comprehension, vocabulary (reading and listening task). (Source: IDA)
- Teachers can work with literacy interventionists and instructional coaches to meet the needs of their dyslexic students.