Dyslexia Resource Guide
December 2017
Additional resource documents will be added as available.
For questions or concerns, please email: vicki.king@ade.arkansas.gov
Arkansas Dyslexia Resource Guide
December 2017
Table of Contents
Acknowledgements
The Purpose
Introduction
Section I:
Defining Dyslexia .....................................................................................6
Section II: Early Indicators of Dyslexia .....................................................................11
Section III: Response to Intervention (RTI) ...............................................................13
Section IV: Initial Screening ......................................................................................15
Section V: Level 1 Dyslexia Screening ....................................................................21
Section VI: Level 2 Dyslexia Screening ....................................................................25
Section VII: Independent Comprehensive Dyslexia Evaluation .................................28
Section VIII: Instructional Approaches for Students with Dyslexia ..............................29
Section IX: Dyslexia Interventionist ...........................................................................31
Section X: Professional Awareness ..........................................................................32
Section XI: Reporting By School Districts ..................................................................33
Section XII: Special Education and Dyslexia ..............................................................36
Appendix A: Glossary
Appendix B: References
Appendix C: Definition and Indicators of Dyslexia
Appendix D: Early Indicators Checklist
Appendix E: Accommodations
Appendix F: Parent Resource: Questions to ask a Diagnostician
..................................................................................................40
...............................................................................................46
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.........................................................................50
......................................................................................54
................................59
.............................60
Appendix G: Assembling a Battery for a Level 2 Dyslexia Screener
Appendix H: Dyslexia Program Review Form
...............................................................63
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Appendix I: Record of Modifications to this Document................................................66
Acknowledgements
Dyslexia Resource Guide Committee Members, 2017:
Kelly Brown, CALT, QI (Public School Representative), Mary Bryant (ASPA), Dr. Anne
Butcher (ASBA), Sandra Gray (Public School Representative), Vicki King (ADE),
Brenda Nahlen, CALT (AEA), Dr. Rick Neeley (ADHE), Dr. Kim Wilbanks (AAEA),
Jennie Riley (Public School Representative), and Lenett Thrasher (ESC)
Dyslexia Resource Guide Committee Members, 2015:
Kelly Brown, CALT (Public School Representative), Mary Bryant (ASPA), Brenda
Burgess, CALT (AEA), Dr. Anne Butcher (ASBA), Sandra Gray (Public School
Representative), Vicki King (ADE), Dr. Rick Neeley (ADHE), Dale Query (AAEA),
Jennie Riley (Public School Representative), and Lenett Thrasher (ESC)
Richard K. Wagner, Ph.D., is the Robert O. Lawton Distinguished Research
Professor of Psychology and the W. Russell and Eugenia Morcom Chair at Florida
State University. He also is a co-founder and current Associate Director of the Florida
Center for Reading Research. He earned a Ph.D. in cognitive psychology from Yale
University in 1985. He previously earned a Master’s Degree in School Psychology
from the University of Akron. His major area of research interest is dyslexia and the
normal acquisition of reading. He currently is the principal investigator of a
Multidisciplinary Learning Disability Center funded by the National Institute of Child
Health and Human Development (NICHD).
Jeanne Wanzek, Ph.D., is an associate professor at Florida State University and on
the research faculty at the Florida Center for Reading Research. She is a former
special educator and elementary teacher. Dr. Wanzek conducts research examining
effective reading instruction and intervention. Her focus is on prevention and
remediation for students with reading difficulties and disabilities. She has worked with
several elementary and secondary schools conducting research to improve core
classroom instruction and reading intervention implementation. In addition, she has
consulted with several schools and districts across the country on the implementation
effective reading instruction.
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Purpose of the
Arkansas Dyslexia Resource Guide
The purpose of the Arkansas Dyslexia Resource Guide is to provide school
districts, public schools, and teachers with guidance to meet Ark. Code Ann. §
6-41-601 et seq
. This guide will clarify the “Arkansas Department of Education Rules
Governing How to Meet the Needs of Children with Dyslexia” related to the
assessment, identification, and services for these students. The Dyslexia Resource
Guide will be developed and updated by a committee of ten representatives; they
have experience working in the field of dyslexia intervention appointed by the
Commissioner of Education from the following organizations:
i) The Arkansas Association of Educational Administrators (AAEA);
ii) The Arkansas Department of Education, Learning Services (ADE);
iii) The Arkansas Department of Higher Education (ADHE);
iv) The Arkansas Education Association (AEA);
v) The Arkansas School Boards Association (ASBA);
vi) The Arkansas School Psychology Association (ASPA);
vii) An Education Service Cooperative Administrator (ESC); and
viii) Three professionals who have worked in a public school and are
knowledgeable in and have expertise in dyslexia screening and
interventions.
Since Arkansas is a local-control state, school districts have considerable
autonomy in making decisions regarding the screeners, diagnostic tools, and
instructional programs to use. However, the department is charged with defining the
dyslexia therapy training program. Information in this regard is included in this guide.
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Introduction
Dyslexia refers to a learning disability that affects reading and writing.
What dyslexia is, what causes it, and what can be done about it are commonly
misunderstood topics. For example, a commonly held belief is that dyslexia results in
seeing things reversed. When in fact, dyslexia is not due to a problem with vision, but
rather a problem within language.
Although much remains to be learned about dyslexia, remarkable progress has
been made in our understanding as a result of decades of research. The goal of this
guide is to provide information about dyslexia that is intended to be helpful to
educators, parents, and students.
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Section I
Defining Dyslexia
It is important to acknowledge that students may struggle for many reasons
when learning to read, including lack of motivation and interest, weak preparation from
the preschool home environment, weak English language skills, or low general
intellectual ability (Snow, Burns, & Griffin, 1998). In fact, the family and socio-cultural
conditions associated with poverty actually contribute to a broader and more pervasive
array of reading difficulties in school-aged children than do the neurological conditions
associated with dyslexia. Students with dyslexia represent a subgroup
of all the
students in school who experience difficulties learning to read.
Dyslexia is defined in Ark. Code Ann. § 6-41-602 as a learning disability that is
neurological in origin, characterized by difficulties with accurate and fluent word
recognition, poor spelling and decoding abilities that typically result from the
phonological component of language. These characteristics are often unexpected in
relation to other cognitive abilities. This definition is borrowed from the most widely
accepted current definition of dyslexia that is used by the International Dyslexia
Association:
Dyslexia is a specific learning disability that is neurological in
origin. It is characterized by difficulties with accurate and/or fluent
word recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to
other cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems in
reading comprehension and reduced reading experience that can
impede growth of vocabulary and background knowledge.
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It is useful to consider each of the elements of this definition:
Dyslexia is a specific learning disability that is neurological in origin
.
Dyslexia is a term used to refer to a specific type of learning disability. It is important to
understand that students can be diagnosed with a specific learning disability as
defined in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(DSM-V), but not automatically qualify as having a disability as defined in Individuals
with Disabilities Education Act (IDEA, 2004), and the Arkansas special education rules
and regulations, which govern the provision of special education services to students
with disabilities. These regulations specify that each school district is responsible for
ensuring that all children with disabilities within its jurisdiction who are in need of
special education and related services are identified, located, and evaluated. The
regulations make clear that having a disability, in and of itself, does not make a child
eligible for special education services. The child must also have a need for special
education and related services arising from that disability. The impact of the disability
on the child must be significant enough that it adversely affects the student’s access to
general education curriculum, and the child’s ability to make meaningful educational
progress.
The statement that dyslexia is neurological in origin implies that the problem is
not simply one of poor instruction or effort on the part of the student. Individuals with
dyslexia struggle to read well despite adequate instruction and effort. Dyslexia tends
to run in families; a child from a family with a history of dyslexia will not necessarily
have dyslexia but inherits a greater risk for reading problems than does a child from a
family without a family history of dyslexia. Brain imaging studies show differences in
brain activity when individuals with dyslexia are given reading-related tasks compared
to the brain activity shown by normal readers. Although it is tempting to view
differences in brain activity as the cause of dyslexia, these differences are just as
likely or even more likely to be a consequence of the reading problem rather than the
cause of it. The reason for saying this is that when individuals with dyslexia respond
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positively to intervention, their brain activity “normalizes” and becomes comparable to
that of normal readers.
Dyslexia is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities.
A common feature of
dyslexia is difficulty with accurate and/or fluent word recognition and by poor spelling
and decoding abilities.
Although students with dyslexia can show a variety of subtle or
not-so-subtle language problems prior to entry in school (Catts & Kahmi, 2005), their
problems become very noticeable once they begin learning to read. They have
extreme difficulties acquiring accurate and fluent phonemic decoding skills (phonics),
and this interferes with their ability to read text accurately or to read independently.
Students with dyslexia struggle to acquire both knowledge of letter-sound
correspondences and skill in using this knowledge to “decode” unfamiliar words in
text. In first grade, their difficulties with accurate word identification quickly begin to
interfere with the development of text reading fluency. Difficulties decoding unfamiliar
words in text interfere with the development of fluency because, to become a fluent
reader in the primary grades, students must learn to recognize large numbers of
words automatically, or at a single glance. Students learn to recognize individual
words “by sight” only after they accurately read them several times (Ehri, 2002).
Thus, the initial difficulties that students with dyslexia have in becoming accurate and
independent readers interfere with the development of their “sight word vocabularies,”
and they quickly fall behind their peers in the development of reading fluency.
These difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to other cognitive
abilities and the provision of effective classroom instruction.
The discovery that
students with dyslexia experience difficulties processing the phonological features of
language was important in establishing the foundations of the current scientific
understanding of dyslexia (Liberman, Shankweiler, & Liberman, 1989). The
phonological processing problems of students with dyslexia are usually not severe
enough to interfere with the acquisition of speech, but they sometimes produce delays
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in language development, and they significantly interfere with the development of
phonemic awareness and phonics skills for reading. Spoken words are composed of
strings of phonemes, with a phoneme being the smallest unit of sound in a word that
makes a difference to its meaning. Thus, the word cat
has three phonemes, /c/-/a/-/t/.
If the first phoneme is changed to /b/, it makes the word bat
, or if the second phoneme
is changed to /i/, it makes the word bit
. When students first begin to learn to read, they
must become aware of these individual bits of sound within syllables, so they can
learn how our writing system represents words in print. The letters in printed words
correspond roughly to the phonemes in spoken words. Once a child understands this
fact, and begins to learn some of the more common letter/sound correspondences,
he/she becomes able to “sound out” simple unfamiliar words in print. Skill in using
phonemic analysis to identify words that have not been seen before in print (and
beginning readers encounter these words in their reading almost every day) is one of
the foundational skills required in learning to read text independently (Share &
Stanovich, 1995). Because of their phonological processing difficulties, students with
dyslexia experience difficulties acquiring phonemic awareness, which is followed by
the difficulties learning letter sounds and phonemic decoding skills that have already
been described. Phonological processing skills are only moderately correlated with
general intelligence, so it is possible to have average, or above average general
intellectual ability and still experience the kind of reading difficulties observed in
students with dyslexia. A student can also have below average general intellectual
skills and have the same kind of phonological processing disabilities. Dyslexia is not
caused
by low general intellectual ability, but rather by special difficulties processing
the phonological features of language, that can coexist with above average, average,
or below average general intellectual ability. Phonological processing abilities
required for acquisition of early reading skills are normally distributed in the population,
just like musical talent, athletic ability, or most other human abilities. It is possible to
have extremely weak phonological processing skills or to be only mildly impaired in
this area. It is also possible to have above average skills in the phonological domain.
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If students have extreme phonological processing weaknesses, it is very difficult for
them to acquire early reading skills, while students with mild difficulties in this area
often require only a moderate amount of extra instruction to become good readers
(Wagner & Torgesen, 1987).
Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede growth of
vocabulary and background knowledge.
One of the most serious consequences of
early difficulties becoming an accurate, confident, fluent, and independent reader is
that students read less. For example, a study from 1988 indicated that students
reading at the 50th percentile (average) in 5th grade read about 600,000 words in and
out of school during the school year. In contrast, students reading at the 10th
percentile read about 50,000 words during the same period of time (Anderson, Wilson,
& Fielding, 1988). Large differences in reading practice emerge as early as the
beginning of first grade (Allington, 1984). In addition to directly affecting the
development of reading fluency, these practice differences have a significant impact
on the development of other cognitive skills and knowledge, such as vocabulary,
reading comprehension strategies, and conceptual knowledge (Cunningham &
Stanovich, 1998). This latter type of knowledge and skill, in turn, is important for
comprehension of texts in upper elementary, middle, and high school (Rand, 2002).
Of course, other “secondary consequences” to the child’s self-esteem and interest in
school can be just as important as the effect on intellectual skills in determining
ultimate school success.
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Section II
Early Indicators and Characteristics of Dyslexia
Characteristics of students with dyslexia follow from how it is defined.
Students with dyslexia are likely to perform poorly on measures of phonological
processing, decoding nonwords, and developing an adequate pool of sight words.
Beginning with phonological processing, measures of phonological awareness
tend to be most predictive of success at early reading. Common phonological
awareness tasks include elision (saying a word after dropping a sound), blending, and
identifying sounds in words. Phonological memory can also be affected, and
phonological memory tasks can be particularly useful for young children who
sometimes find phonological awareness tasks too cognitively complex to understand.
Common phonological memory tasks include digit span and nonword repetition.
Finally, learning to read involves pairing pronunciations with visual symbols. Rapid
naming tasks measure the extent to which children have been able to link
pronunciations with symbols. Examples of rapid naming tasks include quickly naming
objects, colors, digits, or letters.
Turning to reading, difficulty in learning the names and sounds of letters is an
early indicator of dyslexia. Perhaps the most central characteristics of dyslexia are
problems in word-level reading. Difficulties are found in both accuracy and speed or
efficiency at decoding nonwords and sight words. Difficulty with reading words results
in slow and error-prone oral reading fluency. Spelling and writing problems are
common. Reading comprehension difficulties are also common, but are considered to
be largely a secondary problem caused by the primary problem of difficulty in fluently
reading the words on the page.
Children likely to have difficulties learning to read can be identified as early as
preschool or kindergarten, but it is frequently not possible to differentiate in preschool
or kindergarten between students who have dyslexia and students who are at risk for
reading problems for other reasons. For example, the clearest early indicators of
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dyslexia in kindergarten are difficulties acquiring phonemic awareness, learning
letter/sound correspondences, and learning to decode print using phonemic decoding
strategies (Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). Unfortunately,
many children of poverty, or those with limited exposure to Standard English in their
homes, also manifest these same types of difficulties in kindergarten. An accurate
diagnosis of dyslexia in preschool or kindergarten is more likely when these problems
occur in students who: 1) have strong abilities in other areas of language such as
vocabulary; 2) come from homes that provide a language and print rich preschool
environment; and, 3) have a first or second-degree relative who experienced severe
early reading difficulties. However, inherent phonological processing difficulties can
also occur in children of poverty who come to school with limited vocabularies and
knowledge of print. Although the phonological weaknesses of these students most
likely result from a lack of certain kinds of language experience in the home, they may
also be the result of biologically based, inherent phonological processing weaknesses.
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Section III
Dyslexia Intervention and Response to Intervention
(RTI)
If the initial, level I, or level II dyslexia screening indicates that a student has
characteristics of dyslexia, the Response to Intervention (RTI) process shall be used
(Ark. Code Ann. § 6-41-603 (c)(1)). Dyslexia intervention services fall under the RTI
framework. If dyslexia screening indicates characteristics of dyslexia exist, then the
student shall be provided dyslexia intervention services (Ark. Code Ann. § 6-41-603
(c)(2)(A)).
Response to Intervention (RTI) is designed to ensure all students receive
effective, evidence-based instruction to meet their learning needs. The RTI process
combines prevention and intervention with ongoing assessment in a school-wide
system to identify a student’s instructional needs and appropriate learning supports.
Students exhibiting the characteristics of dyslexia are to receive dyslexia intervention.
For a student with an IEP, dyslexia intervention may be delivered in the general
education setting, the special education setting, or in a combination of the two.
Regardless of the setting, the person delivering the dyslexia intervention must be a
trained dyslexia interventionist delivering the program with fidelity. Additional
information about special education and dyslexia can be found in Section XII.
A student exhibiting the characteristics of dyslexia does not have to progress
through the various tiers of RTI before receiving dyslexia intervention services.
Dyslexia intervention is small group instruction delivered by a trained dyslexia
interventionist using the school’s selected dyslexia intervention program or programs.
Progress monitoring is a part of RTI and should be frequent and ongoing. The data
should be used to monitor a student’s progress on both the content covered during
the intervention lessons and the student’s progress toward meeting grade level
standards. The data will drive decisions regarding details such as frequency, length,
duration, intensity of sessions.
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Section IV
Initial Screening
Early identification of students at risk for reading difficulties is critical in
developing the appropriate instructional plan. “The best solution to the problem of
reading failure is to allocate resources for early identification and prevention.”
(Torgesen, 2000). Initial screening is the first step in identifying the students who are
at risk for learning difficulties. Initial screening measures consist of short, informal
probe(s) given to all students to identify those at risk or at some risk for not meeting
grade-level standards. The initial screening of students shall be performed with fidelity
and include without limitation (Ark. Code Ann. § 6-41-603):
1. Phonological and phonemic awareness;
2. Sound symbol recognition;
3. Alphabet knowledge;
4. Decoding skills;
5. Rapid naming; and
6. Encoding skills.
Who should be screened? According to Ark. Code Ann. § 6-41-603, a school
district shall screen the following:
1. Each student in kindergarten through grade two (K-2);
2. Kindergarten through grade 2 (K-2) students who transfer to a new
school and have not been screened;
3. Kindergarten through grade 2 (K-2) students who transfer from another
state and cannot present documentation that the student has had similar
screening;
4. A student in grade three or higher experiencing difficulty, as noted by a
classroom teacher.
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Exemptions:
1. Students with an existing dyslexia diagnosis.
2. Students with a sensory impairment such as blindness or a hearing
impairment. See Appendix A: Glossary for more information.
The screening components may not be appropriate for students with severe
cognitive limitations. It is recommended that school staff work closely with district
administrators to determine if the screening is appropriate for each student. Careful
consideration must be given to any decision to exclude a student from screening.
A school district shall screen each student in kindergarten through grade two
(K- 2) and others required by the Arkansas Department of Education rule using the
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or an equivalent screener.
Additional screening assessments will need to be administered to measure
components that are not measured by DIBELS or the equivalent screener.
Personnel administering the screener should be trained in the screening tools.
School resources and enrollment will influence individual district decisions about who
should give and score the screening tools. Because the data will be used to help guide
instruction, classroom teachers should participate in screening, scoring, and progress
monitoring.
Beginning the fall of 2017, Arkansas public schools will use Istation, NWEA, or
Renaissance STAR as their K-2 assessment to meet the requirements of Act 930 of
2017. The purpose of the K-2 assessment is to provide data pertaining to a student’s
performance levels in reading and mathematics, not to meet the requirements of
A.C.A. § 6-41-603. However, some products may have subtests or tools that provide
information for components required by the dyslexia law. The Educational Service
Cooperative (ESC) Dyslexia Specialists can provide support in identifying the
strengths and limitations of specific assessment tools. If your school is not affiliated
with an ESC, contact the Arkansas Department of Education Dyslexia Specialist.
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The performance criteria (i.e. cut-points, benchmarks) should be used to
determine if the student is unlikely to achieve reading goals without receiving
additional targeted intensive support. While results of the initial screening will likely
identify struggling learners, they may not provide all of the information needed to
develop an instructional plan, including appropriate interventions. Additional
information is needed to pinpoint areas of basic early reading skills that need
acceleration. This additional information would be gathered through the Level I
Dyslexia Screener.
If the screener under subdivision (a)(1) of the law shows that a student is at
risk, or at some risk then a level I dyslexia screener shall be administered (Ark. Code
Ann. § 6-41-603). The level I dyslexia screener is described in Section V of the guide.
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Initial Screening Tools
Required Component
Possible Screening Tools
Phonological and Phonemic
Awareness
- the ability to recognize and manipulate
the sound system in spoken language
DIBELS: First Sound Fluency (FSF) (K)
DIBELS: Phoneme Segmentation Fluency (PSF) (K)
AIMSWEB: Phoneme Segmentation Fluency (K)
Istation ISIP: Phonemic Awareness (K-1)
NWEA Skills Checklist: Phonological Awareness & Phoneme Identification (K)
NWEA Skills Checklist: Manipulation of Sounds (K-2)
Core Literacy Library: Phoneme Segmentation Test (K-12)
Alphabet Knowledge
- the ability to automatically recognize
and name the 26 lowercase and 26
uppercase letters with ease and
accuracy.
DIBELS: Letter Naming Fluency (LNF) (K-1)
AIMSWEB: Letter Naming Fluency (LNF) (K-1)
Lakeshore: Alphabet Letter Identification (K-1)
NWEA Skills Checklist: Letter Identification (K-2)
Sound Symbol Recognition
-to automatically produce sound(s) or
grapheme names (grade level letters or
letter clusters) during recognition,
production, and/or writing tasks.
DIBELS: Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) (K-2)
AIMSWEB: Letter Sound Fluency (K-1)
Scholastic: CORE Phonics Survey (K-8)
Istation ISIP: Letter Knowledge (K-1)
NWEA Skills Checklist: Phonics: Matching Letters to Sounds &
Decode: Consonant Blends and Digraphs (K-2)
Decoding Skills
- to translate words, word parts, or
nonwords into their corresponding
pronunciation.
DIBELS: Nonsense Word Fluency (NWF) Whole Words Read (WWR)(K-2)
DIBELS: Oral Reading Fluency (ORF) (1-6)
AIMSWEB: Nonsense Word Fluency (K-1)
FCRR: Oral Reading Fluency Passages (7-12)
Ultimate Phonics Reading Test (K-12)
Rapid Naming
- the ability to quickly name aloud a
series of familiar items
Arkansas Rapid Naming Screener (AR-RAN)(K-2 based on times)(3-12 based
on observed behaviors)
Encoding
Word Journeys: Kindergarten Inventory of Spelling (KIDS) (K)
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- to translate spoken language into
print.
Word Journeys: Developmental Spelling Analysis (DSA)
Words Their Way: Primary Spelling Inventory (K-3)
Words Their Way: Elementary Spelling Inventory (1-6)
Words Their Way: Upper-Level Spelling Inventory (upper elementary, middle,
high school, postsecondary)
Istation ISIP: Spelling (1-2)
This list of initial screening tools is to be used as a resource for school districts to determine which screener or screeners will provide
the most beneficial data for each subcomponent of literacy at each grade level. The Dyslexia Resource Guide Committee is in no
way endorsing any of the screeners. The list is in no way all inclusive or to be considered as “approved” screeners.
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Screening Options
If a student in K-2 indicates a deficit area on the initial screener, or if a teacher
notices a student in grades 3-8 experiencing difficulty, additional screening is required.
The additional screening, level I dyslexia screening or level II dyslexia screening, looks
more in-depth at the individual components of reading and spelling to determine if the
characteristics of dyslexia are present. For K-2 students, a level I screening using
curriculum-based measures and/or informal diagnostic inventories or checklists for the
required six areas of foundational literacy skills may be sufficient to determine if the
child is demonstrating the characteristics of dyslexia.
Bypassing a level I dyslexia screening and proceeding to a level II dyslexia
screening for older students could have many benefits. For older students, grades 3 and
up, it may be more difficult to find age and grade appropriate curriculum based
measures and informal diagnostic inventories or checklists for an accurate identification.
Proceeding to a level II dyslexia screening using standardized norm referenced
assessments allows a comparison of the student’s performance on the individual
components to other students the same age and grade. Administering a level II dyslexia
screening for an older student, is more efficient use of the student’s time and the
assessment administrator’s time. The level II dyslexia screening data, can provide solid
justification for outlining an appropriate 504 service and accommodation plan.
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Section V
Level I Dyslexia Screening
If the (initial) screener under subdivision (a)(1) of section 6-41-603 shows that a
student is at risk, or at some risk, then a level I dyslexia screener shall be
administered (Ark. Code Ann. § 6-41-603 (3)(A)). The level I dyslexia screening of a
student shall be performed with fidelity and include the components listed under
subdivision (a)(2) of this section (Ark. Code Ann. § 6-41-603 (3)). The level I dyslexia
screening process shall include documentation of the components of literacy to
include but not limited to the following:
1. Phonological and phonemic awareness;
2. Sound symbol recognition;
3. Alphabet knowledge;
4. Decoding skills;
5. Rapid naming; and
6. Encoding skills.
The level I dyslexia screening is a process of gathering additional information
that should include progress monitoring data, work samples, formative literacy
assessments, parent interviews, teacher questionnaires, early indicator checklists
(Appendix D) and additional age and grade appropriate dyslexia screening tools for
the six areas. The determination of existing characteristics of dyslexia should be
based on multiple sources of data.
A school-based decision-making team should meet to review student records
and progress, inform parents of concerns, and obtain parental consent when
additional assessments are needed to determine if characteristics of dyslexia exist.
Both Ark. Code Ann. § 6-41-604(a) and Ark. Code Ann. § 6-41-605(a) indicate
a determination that a student is exhibiting characteristics of dyslexia and the need for
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dyslexia intervention services can be made through a level I dyslexia screening or a
level II dyslexia screening.
The Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish
Rite Hospital for Children created the Characteristic Profile of Dyslexia
to aid in
school-based identification of dyslexia. This profile provides five questions to consider
when identifying student with characteristics of dyslexia. The questions are
1. Does the student demonstrate one or more of the primary reading
characteristics of dyslexia in addition to a spelling deficit?
2. Are the reading and spelling difficulties the result of a phonological
processing deficit?
3. Are the reading, spelling, and phonological processing deficits
unexpected? Does the student demonstrate cognitive ability to
support age-level academic learning?
4. Are there secondary characteristics of dyslexia evident in reading
comprehension and written expression?
5. Does the student have strengths that could be assets? Are there
coexisting deficits that may complicate identification and the response
to intervention and may deserve further assessment and intervention?
The school-based decision-making team may use these five key questions to
determine if the student needs dyslexia intervention services. The information gleaned
from these questions reflects components of the definition of dyslexia as expressed in
Ark. Code Ann. § 6-41-602. If the level I dyslexia screening conducted by the school
district indicates a student exhibits characteristics of dyslexia (first three questions
answered with a “yes”), the student shall be considered to be exhibiting the
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characteristics of dyslexia and should be provided intervention services using a
dyslexia program delivered with fidelity.
If a student’s performance on an initial screener, level I screening, or level II
dyslexia screening under § 6-41-603 indicates a need for dyslexia intervention
services, the student’s parent or legal guardian shall be:
(1) Notified of the results of the dyslexia evaluation; and
(2) Provided with information and resource material, including without
limitation:
(A) The characteristics of dyslexia;
(B) Appropriate classroom interventions and accommodations for
students with dyslexia; and
(C) The right of the parent or legal guardian to have the student receive
an independent comprehensive dyslexia evaluation by a:
(i) Licensed psychological examiner;
(ii) School psychology specialist;
(iii) Licensed speech-language pathologist;
(iv) Certified dyslexia testing specialist; or
(v) Dyslexia therapist. (Ark. Code Ann. § 6-41-604 (a))
Additional information about the independent comprehensive evaluation can be
found in Section VII.
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Level I Screening Tools
Required
Component
Possible Screening Tools
Phonological and
Phonemic Awareness
● CORE Literacy Library: Phonological Awareness Tests (See manual)
● Phonological Awareness Skills Screener (PASS) (K-2 & struggling learners)
● Phonological Awareness Skills Test (PAST)(Kilpatrick) (PreK - Adult)
Alphabet Knowledge
● Alphabet knowledge is the one component that has a ceiling or mastery level.
Sound
Symbol
Recognition
● College Station TX, Texas A&M: Quick Phonics Screener (K-6)
● Scholastic: CORE Phonics Survey (K-8)
● Houghton Mifflin: Phonics/Decoding Screening Test (1-6)
Decoding Skills
● Assessing Multiple Measures: CORE Phonics Survey (K-12)
● Really Great Reading: Diagnostic Decoding Surveys (1, 2-12)
Rapid Naming
● Analysis of errors from initial screener
Encoding
● Unedited writing samples and unmemorized dictated spelling
This list of level I dyslexia screening tools is to be used as a resource for school districts to determine which screener or screeners
will provide the most beneficial data for each subcomponent of literacy at each grade level. The Dyslexia Resource Guide
Committee is in no way endorsing any of the screeners. The list is in no way all inclusive or to be considered as “approved”
screeners.
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Section VI
Level II Dyslexia Screening
The level II dyslexia screening is a more detailed process for identifying a
pattern of strengths and weaknesses documenting the characteristics of dyslexia.
The determination of existing characteristics may be based on performance criteria
(i.e. cut-points, benchmarks) of the chosen assessments to be used as the level II
dyslexia screening. Norm-referenced, diagnostic assessments designed to measure
the underlying cause, characteristics, and outcomes should be administered to
identify the characteristics of dyslexia. The specific skills to be tested include
phonological awareness, rapid naming, word reading, decoding, fluency, spelling, and
reading comprehension. Examples of screening tools may be found in Appendix G.
When reporting results of norm-referenced tests, standard scores should be
used. Criterion-referenced and group achievement tests scores may be informative as
historical or secondary information but are considered weaker dyslexia identification
tools. Individual subtest scores should be used rather than composite or cluster scores
because a skill is only as strong as the weakest subskill. For example, consider the
Elision and the Blending subtest scores on the CTOPP-2 rather than the Phonological
Awareness composite score.
The Luke Waites Center for Dyslexia and Learning Disorders at Texas Scottish
Rite Hospital for Children created the Characteristic Profile of Dyslexia
to aid in
school-based identification of dyslexia. This profile provides five questions to consider
when identifying students with characteristics of dyslexia. The questions are
1. Does the student demonstrate one or more of the primary reading
characteristics of dyslexia in addition to a spelling deficit?
2. Are the reading and spelling difficulties the result of a phonological
processing deficit?
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3. Are the reading, spelling, and phonological processing deficits
unexpected? Does the student demonstrate cognitive ability to support
age level academic learning?
4. Are there secondary characteristics of dyslexia evident in reading
comprehension and written expression?
5. Does the student have strengths that could be assets? Are there coexisting
deficits that may complicate identification and the response to intervention
and may deserve further assessment and intervention?
The school-based decision making team may use these five key questions to
determine if the student needs dyslexia intervention services. The information gleaned
from these questions reflects components of the definition of dyslexia as expressed in
Ark. Code Ann. § 6-41-602. If the level II dyslexia screening conducted by the school
district indicates a student exhibits characteristics of dyslexia (first three questions
answered with a “yes”), the student shall be considered to have met the typical profile
of a student with dyslexia and should be provided intervention services (Ark. Code
Ann. § 6-41-603) using a dyslexia program delivered with fidelity.
If it is determined that the student has functional difficulties in the academic
environment due to characteristics of dyslexia, the necessary accommodations or
equipment for the student shall be provided under Section 504 of the Rehabilitation
Act of 1973 (Ark. Code Ann. § 6-41-603) as they existed on February 1, 2013, if
qualified under the applicable federal law. In other words, having a learning problem
does not automatically qualify a student for accommodations/equipment under
Section 504. The impairment must substantially limit one or more major life activities
in order to be considered a disability under Section 504. The determination of
substantial limitation must be made on a case-by-case basis with respect to each
individual student. The Section 504 regulatory provision at 34 C.F.R. 104.35 (c)
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requires that a group of knowledgeable persons draw upon information from a variety
of sources in making this determination.
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Section VII
Independent Comprehensive Dyslexia Evaluation
A dyslexia diagnosis is not required for a school to provide dyslexia intervention
services, however a parent or legal guardian may choose to have an independent
comprehensive dyslexia evaluation for the student. Parents are responsible for
selecting the qualified individual to perform the comprehensive dyslexia evaluation
and must cover the cost. The school district shall consider the diagnosis and provide
the student with interventions determined to be appropriate by the school district (Ark.
Code Ann. § 6-41-604). Schools should consider all sources of information when
determining appropriate services for students. If services are warranted, then
interventions will be delivered by a dyslexia interventionist at the school district.
This evaluation must be conducted by Licensed Psychological Examiner,
School Psychology Specialist, Licensed Speech Language Pathologist, Certified
Dyslexia Testing Specialist, or Dyslexia Therapist (Ark. Code Ann. § 6-41-604
(a)(2)(C)).
This professional should have a knowledge and background in psychology,
reading, language education, dyslexia and other related disorders. A thorough
working knowledge of how individuals learn to read and why some individuals
struggle, and how to plan appropriate interventions is a must. Whether an individual is
qualified to conduct an evaluation or provide a diagnosis is dependent upon their
licensure.
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Section VIII
Instructional Approaches for Students with Dyslexia
Supplemental, intensive reading interventions for students with dyslexia should
be individualized and focused on the student’s area(s) of primary difficulty. Instruction
for students with dyslexia includes a multisensory approach that includes reading,
spelling, and writing as appropriate. Components of effective dyslexia intervention
include instruction in
● phonemic awareness,
● graphophonemic knowledge,
● the structure of the English language,
● linguistics, language patterns,
● and strategies for decoding, encoding, word recognition, fluency, and
comprehension.
Effective interventions also consider the instructional delivery of the intervention.
Instructional delivery considerations include
● individualization of the content and supports provided,
● extended time in small group instruction,
● explicit, direct, and systematic instruction,
● multisensory inputs, and
● a focus on meaning-based instruction.
These intensive interventions differ from core instruction in that they are
targeted towards the specific skills and components of instruction that are preventing
students from making sufficient reading progress. In addition, the instructional delivery
provides higher levels of support needed to help students accelerate their reading
growth; however, no one remedial reading method works for all dyslexic students.
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Students with characteristics of dyslexia should receive an appropriate, specialized
dyslexia instructional program that
● is delivered by a professional who has completed training in a specific
dyslexia program (Ark. Code Ann. §§ 6-41-602; 6-41-605);
● provides systematic, research-based instruction (Ark. Code Ann.
§6-41-602);
● includes instruction that is multisensory addressing two or more
sensory pathways during instruction or practice (Ark. Code Ann.
§6-41-602); and
● provides instruction in the essential components of reading in a
small-group (see definition in Appendix A) or individual setting that
maintains fidelity of the program that includes phonemic awareness,
graphophonemic knowledge, structure of the English language, linguistic
instruction, and strategies for decoding, encoding, word recognition,
fluency, and comprehension (Ark. Code Ann. § 6-41-602).
Instructional Delivery
Dyslexia interventionists should provide explicit, direct, systematic and
cumulative instruction that is individualized to support learning and focused on
meaning. Additional intervention considerations include multisensory instruction to
meet student needs.
The Arkansas Department of Education does not approve specific dyslexia
programs. It is the responsibility of school district instructional leaders to select a
dyslexia program that meets the requirements defined in Ark. Code Ann. § 6-41-602.
A sample of a Dyslexia Program Review Form is included in Appendix H.
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Section IX
Dyslexia Interventionist
Dyslexia interventionist means a school district or public school employee that
is trained in a dyslexia program.
No later than the 2015-2016 academic year, a school district shall have
individuals to serve as dyslexia interventionists. Ark. Code Ann. § 6-41-607 (d)
School districts may utilize the following personnel who have been trained as dyslexia
interventionists: a dyslexia therapist, dyslexia specialist, reading interventionist,
certified teacher, tutor or paraprofessional under the supervision of a licensed
teacher. The licensed teacher who is supervising the tutor or paraprofessional must
be trained in the dyslexia program(s) the district is using.
“Dyslexia therapist” is a professional who has completed training and obtained
certification in dyslexia therapy from a dyslexia therapy program defined by the
Department of Education.
A “dyslexia specialist” is a professional at each education service cooperative or
school district who has expertise and is working towards an endorsement or
certification in providing training for phonological and phonemic awareness, sound and
symbol relationships, alphabet knowledge, decoding skills, rapid naming skills, and
encoding skills. A dyslexia specialist shall be fluent in the Response to Intervention
(RTI) process and provide training in administering screening, analyzing and
interpreting screening data, and determining appropriate interventions that are
systematic, multisensory, and evidence-based. Education service cooperatives must
have a dyslexia specialist, but this position is not required for school districts. The ADE
will design and facilitate the program of study (professional development) for regional
educational service cooperative dyslexia specialists.
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Section X
Professional Awareness
Professional awareness is key to early identification. Early interventions for
students with dyslexia are dependent on informed and knowledgeable teachers,
interventionists, and therapists. The law requires that no later than the 2014-2015
school year, each teacher shall receive professional awareness on:
1. The characteristics of dyslexia; and
2. Evidence-based interventions and accommodations for dyslexia (Ark. Code Ann.
§ 6-41-608).
The Arkansas Department of Education (ADE) has approved a course offered
through ArkansasIDEAS online professional development portal
(http://www.arkansasideas.org). This course, Dyslexia: A Three Part Professional
Development
, meets the requirements of the law.
Alternatively, the law allows for professional awareness to be provided through
education service cooperatives or at another venue approved by ADE (Ark. Code Ann.
§ 6-41-608). The teacher should receive written documentation when completing any
approved dyslexia professional awareness.
No later than the 2015-16 school year, the Department of Education shall
collaborate with the Department of Higher Education to ensure that all teacher
education programs at state-supported institutions of higher education provide
dyslexia professional awareness of the
1. Characteristics of dyslexia; and
2. Evidence-based interventions and accommodations for dyslexia (Ark. Code Ann.
§ 6-41-609).
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Section XI
Reporting By School Districts
The superintendent of a school district annually shall report the results of the
school district screening required under Ark. Code Ann. § 6-41-603.
To meet this requirement school personnel will utilize APSCN eSchoolPlus. A
check mark placed in the field “Receives Dyslexia Intervention” indicates the student
was screened, demonstrated one or more of the characteristics of dyslexia, and is
receiving small group dyslexia intervention services from a trained dyslexia
interventionist using the district’s dyslexia intervention program.
Data reporters
Data reporters will flag students receiving dyslexia intervention services through
APSCN eSchoolPlus. The information about who to flag will need to be gathered from
building level dyslexia interventionists or building level contacts prior to the end of the
school year. The individual students can be marked in eSchoolPlus at any time
throughout the school year, but the recommendation is that a student is flagged as
soon as they start receiving intervention. The data is collected during cycle 7 (June) of
each school year. Corrections to the data cannot be made after the data has been
pulled.
The menu path to the reporting screen is: Student Center>Medical>Dyslexia
screen. The field to update on the Dyslexia screen is “Receives Dyslexia Intervention.”
A check mark placed in the field “Receives Dyslexia Intervention” indicates the student
was screened, demonstrated one or more of the characteristics of dyslexia, and is
receiving small group dyslexia intervention services from a trained dyslexia
interventionist using the district’s dyslexia intervention program.
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In order to access the dyslexia screen, a user will need the following security
resources: reg-maint (read-write) and med-maint-dental (read only). This combination
of resources will not allow access to the information within the Medical Center folder.
Required Information to Report on the Website or in Writing
Act 1039 of 2017 amended the provisions of Ark. Code Ann. § 6-41-606 to
include an additional reporting requirement. Before July 15, a public school district
shall report on the website of the public school district or in writing to the parents of
each student in the public school district the following information:
1. The dyslexia intervention programs used during the previous school year
that were specifically responsive to assisting students with dyslexia;
2. The number of students during the previous school year who received
dyslexia intervention; and
3. The total number of students identified with dyslexia during the previous
school year (Ark. Code Ann. § 6-41-606 (b)).
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Sample website posting:
Act 1039 of 2017 Reporting By the School District (Ark. Code Ann. § 6-41-606 (b))
Dyslexia Program
During the 20XX-20XX school year, Anywhere Public School District used the
evidenced-based XYZ Dyslexia Intervention Program in small group intervention to
address the deficit areas of students identified as exhibiting the characteristics of
dyslexia.
Number of Students Who Received Dyslexia Intervention
During the 20XX-20XX school year, ## students attending Anywhere Public School
District received dyslexia intervention services from a trained dyslexia
interventionist.
Total Number of Students Identified as Exhibiting the Characteristics of
Dyslexia During the 20XX-20XX school year, ## students attending Anywhere
Public School District were identified as exhibiting the characteristics of
dyslexia.
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Section XII
Special Education and Dyslexia
A student suspected of having dyslexia or related disorders who is unable to
make adequate academic progress may be referred to special education for
evaluation and possible identification as a child with a disability within the meaning of
IDEA 2004. IDEA 2004 regulations related to specific learning disability (SLD) (34
C.F.R. §300.8(c)(10)(i)) define SLD as a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or
written, that may manifest itself in the imperfect ability to listen, think, speak, read,
write, spell, or do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental
aphasia. IDEA 2004 regulations (34 §CFR 300.309(a)(1)) specifically designate the
following areas for the determination of SLD: oral expression, listening
comprehension, written expression, basic reading skill, reading fluency skill, reading
comprehension, mathematics calculation, and/or mathematics problem solving.
New Referrals
Although dyslexia is not considered one of the 13 eligible disability categories
listed in the IDEA 2004 regulations (34 C.F.R. §300.8(c)), a student suspected of
having dyslexia or related disorders who is unable to make adequate academic
progress may be referred to special education for evaluation and possible
identification as a child with a specific learning disability. It should be noted that the
referral committee would make the decision as to whether or not an evaluation for
special education was warranted and what assessments were needed based on the
child’s suspected disability. If the referral committee decided against an evaluation for
special education, the district would still be required by Ark. Code Ann. § 6-41-601 et
seq.
to screen the student for dyslexia if such screening had not already been
conducted.
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IDEA 2004 regulations related to assessment (34 C.F.R. §300.304(c)(4))
indicate that a student should be assessed in all areas related to the suspected
disability. If a student is evaluated for special education and related services,
according to the Arkansas Special Education Eligibility Criteria and Program
Guidelines for Children with Disabilities Ages 3-21, Part I Section I, there are three
allowable methods for identifying a student as having a Specific Learning Disability:
1. Establishing a severe discrepancy between intellectual ability and
achievement;
2. Using a process based on a child’s response to scientific, research-based
intervention;
3. Using other alternative research-based procedures (such as Patterns of
Strengths and Weaknesses).
Office of Special Education and Rehabilitative Services (OSERS) Guidance
The Office of Special Education and Rehabilitative Services (OSERS) issued a
Dear Colleague letter on October 23, 2015, to state and local educational agencies.
This letter focuses on the “unique educational needs of children with dyslexia,
dyscalculia, and dysgraphia, which are conditions that could qualify a child as a child
with a specific learning disability under the Individuals with Disabilities Education Act
(IDEA).” OSERs clarifies in the letter that “there is nothing in the IDEA that would
prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation,
eligibility determinations, or IEP documents.” State education agencies and local
education agencies are encouraged to “consider situations where it would be
appropriate to use the terms dyslexia, dyscalculia, or dysgraphia to describe and
address the child’s unique, identified needs through evaluation, eligibility, and IEP
documents.” Further,
States are encouraged to “review their policies, procedures, and
practices to ensure that they do not prohibit the use of the terms dyslexia, dyscalculia
and dysgraphia in evaluations, eligibility, and IEP documents.”
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OSERS provides further clarification, however, that “regardless of whether a
child has dyslexia or any other condition explicitly included in this definition of ‘specific
learning disability’, or has a condition such as dyscalculia or dysgraphia not listed
expressly in the definition, the LEA must conduct an evaluation in accordance with 34
CFR §§300.304-300.311 to determine whether that child meets the criteria for specific
learning disability or any of the other disabilities listed in 34 CFR §300.8, which
implements IDEAs definition of a ‘child with a disability’.”
Finally, States are encouraged to “remind their LEAs of the importance of
addressing the unique educational needs of children with specific learning disabilities
resulting from dyslexia, dyscalculia, and dysgraphia during IEP Team meetings and
other meetings with parents under IDEA.”
The ADE joins OSERS in encouraging LEAs to consider the use of these terms,
when appropriate, to describe and address a child’s unique needs in evaluation,
eligibility, and IEP documents. The ADE further encourages LEAs to review their
policies, procedures, and practices to ensure that they do not prohibit the use of
dyslexia, dysgraphia, and dyscalculia in special education due process paperwork.
Finally, the ADE encourages addressing the unique educational needs of children with
specific learning disabilities resulting from dyslexia, dyscalculia, and dysgraphia during
IEP Team meetings and other meetings with parents under IDEA.
Under Ark. Code Ann. § 6-41-601 et seq., LEAs are required to provide
dyslexia intervention services to all students who exhibit the characteristics of
dyslexia, including students with IEPs. For students with IEPs, the IEP committee
should determine, based on the student’s individual needs, the setting where
appropriately trained personnel will provide dyslexia intervention. The intervention
may be delivered in the general education setting, the special education setting, or in
a combination of the two.
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Students with existing IEP’s
A student who qualifies for special education services is not exempt from
dyslexia screening or dyslexia intervention services. According to Acts 1294 and 1268,
any student exhibiting characteristics of dyslexia should be provided dyslexia
intervention services by a trained dyslexia interventionist in the district’s chosen dyslexia
program or programs. Rather than starting with initial dyslexia screening, the committee
should review existing formal and informal evaluation data to determine if the student
exhibits the characteristics of dyslexia. The committee may determine that additional
assessments are needed.
Students who qualify for special education have an individual education
program (IEP) developed by the IEP committee. The IEP should be developed to
address the student’s individual needs, including any needs relative to dyslexia. If a
student with a disability exhibits the characteristics of dyslexia, the IEP committee
would determine whether the student needs special education services in this area, if
the student’s needs can be met through the district’s general education dyslexia
intervention program, or if a combination of the two are needed.
Use of IDEA funds for dyslexia services
IDEA Part B funds can be used for dyslexia intervention delivered through the
IEP. Additionally, IDEA specifies that a local educational agency (LEA) may use up to
15% of its IDEA Part B entitlement for early intervention services for any child in
kindergarten through grade 12 who is not currently identified as needing special
education or related services but who needs additional academic and behavioral
supports to succeed in a general education environment. These funds are to be used as
supplementary funds and should not be used to supplant local, state, or other federal
program dollars.
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Appendix A
Glossary
Accommodation - a change that helps a student overcome or work around a
disability. For example, allowing a student who has trouble writing to give his answers
orally is an example of an accommodation. The student is still expected to know the
same material and answer the same questions as fully as the other students, but he
doesn’t have to write his answers to show that he knows the information.
Alphabet knowledge - the ability to automatically recognize and name the 26
lowercase and 26 uppercase letters with ease and accuracy.
Characteristics - strengths and weaknesses in the various components of literacy
associated with dyslexia. The characteristics are included in the definition of dyslexia
as poor decoding, poor word recognition, poor fluency, and poor spelling.
Comprehension - understanding the intended meaning of language.
Core Instruction - the curriculum and instructional practices that are provided to all
students in the general education setting.
Cut-point - a score on the scale of a screening tool or a progress monitoring tool.
Educators use the cut point to determine whether the student has demonstrated
adequate response, whether to administer additional assessments, whether to make
an instructional change, and whether to move the student to more or less intensive
services.
Decoding - to translate words, word parts, or nonwords into their corresponding
pronunciation.
Diagnostic Assessment - assessments used to measure current skills and
knowledge, often for the purpose of educational planning.
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Differentiated Instruction - varying educational practices to meet the needs of
different students.
Dyslexia - a specific learning disability characterized by difficulties with accurate and
fluent word recognition, poor spelling and decoding abilities that typically result from
the phonological component of language, and are often unexpected in relation to other
cognitive abilities.
Elision - the ability to identify the remaining word when a specified sound is deleted.
Encoding - to translate spoken language into print.
Evaluation - procedures used to make judgments or appraisals.
Explicit, Direct Instruction - the overt teaching and modeling of the steps and
processes needed to learn and apply new knowledge. Explicit, direct instruction targets
the specific needs of the students without presuming prior skills or knowledge.
Fidelity - means the intervention is done as the author of the program intended.
Fluency - the ability to read the words in text effortlessly and efficiently (automaticity)
with meaningful expression that enhances the meaning of the text (prosody).
Grapheme - a letter or letter cluster that represents an individual phoneme (i, i-e, igh,
ch, tch...).
Graphophonemic Knowledge - refers to the letter - sound plan of English, including
knowledge of the relationship between letters and sounds.
Indicator - a sign that shows or suggests the condition of something. Indicators of
dyslexia are the early warning signs that indicate a child might have dyslexia.
Indicators of dyslexia may differ at different ages.
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Individualized Instruction - instruction that is designed to meet the specific needs of
the student in a small group setting. Individualized instruction is intensive and highly
concentrated instruction that focuses on the student’s area(s) of primary difficulty and
the instructional delivery necessary to assist students in accelerating their learning,
maximizing student engagement in the process of learning.
Individuals with Disabilities Education Act (IDEA) - the law that outlines rights and
regulations for students with disabilities in the U.S. who require special education.
Intervention - activities designed to improve or remediate performance in a given
area.
Learning disabilities - a disorder in one or more of the basic psychological
processes in understanding or using language, spoken or written, that may manifest
itself in the imperfect ability to listen, think, speak, read, write, spell, or to do
mathematical calculations.
Linguistic Instruction - instruction aimed toward improving student proficiency and
fluency with the patterns of language so that words and sentences are carriers of
meaning.
Meaning-based Instruction - instruction that is focused on purposeful reading and
writing tasks with an emphasis on comprehension and composition.
Morphological Awareness - awareness of the semantically meaningful units and
structure of words.
Multisensory Instruction - instruction that incorporates the simultaneous use of two
or more sensory pathways (visual, auditory, kinesthetic, and tactile) during teacher
presentations and student practice.
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Norm-referenced Test - an assessment that provides an estimate of the student’s
performance compared to other students in the population of the same age or grade.
Orthographic Knowledge - information in memory of how to represent spoken
language in a written form.
Phonemic Awareness - enables a student to detect, segment, blend, and manipulate
sounds in spoken language
Phonics - a systematic process for teaching sound-symbol relationships and their use
in reading and spelling words.
Phonological Awareness - the ability to recognize and manipulate the sound system
in spoken language; encompasses the entire continuum of skills related to the
awareness of the phonological structure of language.
Progress Monitoring - efficient, frequent, dynamic assessment of targeted skills to
examine student growth and examine effectiveness of instruction.
Rapid Naming - or rapid automatized naming (RAN) is the ability to quickly name
aloud a series of familiar items (colors, objects, letters, or numbers). Variations in
rapid naming time in children provide a strong predictor of their later ability to read. For
more information:
https://www.understood.org/en/school-learning/evaluations/types-of-tests/rapid-autom
atized-naming-tests-what-you-need-to-know
Research-based Instruction - instruction that is based on the findings of scientific
research.
Response to Intervention - a multi-tiered decision-making process for providing
effective instruction and intervention based on students’ performance and progress.
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Screening Assessment - an efficient assessment given to all students to identify
students who are at risk for not meeting grade-level standards.
Sensory impairment - a vision or hearing impairment, or a combination of both, that
cannot be corrected to a degree that the student can receive educational benefit from
print and/or auditory information.
Small-group - A typical classroom reading group will include a maximum of 5-6
students. If a student exhibiting the characteristics of dyslexia hasn’t been successful
in the typical small reading group, he or she will likely need a smaller group for the
dyslexia intervention. The group size for dyslexia intervention begins with the program
guidelines, but should also take into consideration the severity of the reading
deficiency and may need to be adjusted based on the individual student’s progress
monitoring data.
Sound Symbol Recognition - to automatically produce sound(s) or grapheme names
(grade level letters or letter clusters) during recognition, production, and/or writing
tasks.
Strategy-based Instruction - providing instruction in the step-by-step processes
needed for students to independently complete complex tasks.
Structure of the English Language - English language structure consists of
morphology (understanding the meaningful roots and affixes that make up words in
the language), semantics (understanding how language carries meaning), syntax
(understanding the conventions and rules for structuring meaningful sentences), and
pragmatics (understanding how language conveys meaning in specific situations)
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Systematic Instruction - sequential, cumulative instruction that follows a logical plan
and progresses from easiest to most complex with careful pacing to ensure students
successfully master each step in the process. Systematic instruction includes
scaffolded support for accomplishing each learning step by breaking down complex
skills into manageable learning steps and providing temporary supports to control the
level of difficulty as students gain mastery.
Vocabulary - words understood and used when listening, speaking, reading, and
writing.
Word Recognition - the ability of a reader to recognize written words correctly and
effortlessly.
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Appendix B
References
Allington, R. L. (1984). Content coverage and contextual reading in reading groups.
Journal of Reading Behavior, 16
, 85-96.
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how
children spend their time outside of school. Reading Research Quarterly, 23
,
285-303.
Catts, H., & Kahmi, A. (2005) (Eds.) The connections between language and reading
disabilities.
Mahway, NJ: Erlbaum.
Cunningham, A.E. & Stanovich, K.E. (1998). What reading does for the mind.
American Educator
, 22,
8-15.
Ehri, L.C. (2002). Phases of acquisition in learning to read words and implications
for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching
reading.
London: British Journal of Educational Psychology Monograph
Series II.
Fletcher, J.M., Denton, C., & Francis, D.J. (2005). Validity of alternative approaches
for the identification of LD: Operationalizing unexpected underachievement.
Journal of Learning Disabilities, 38
, 545-552.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities
.
New York, NY: Guilford.
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan- Thompson, S.,
and Tilly, W.D. (2008). Assisting students struggling with reading: Response to
Intervention and multi-tier intervention for reading in the primary grades. A
practice guide
. (NCEE 2009-4045). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences,
U.S. Department of Education.
Gibbs, Denise P., (2004). Leading the Dyslexia Challenge: An Action Plan for
Schoolwide Identification and Intervention
. Horshum, PA: LRP Publications.
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Good, R.H., Kaminski, R.A. (Eds.). (2002). Dynamic Indicators of Early Basic
Literacy Skills-Sixth Edition.
Eugene, OR: Institute for Development of
Educational Achievement.
Good, R.H., Kaminski, R.A., Cummings, K., Dufour-Martel, C., Peterson, K.,
Powell-Smith, K., et al. (2011). DIBELS Next.
Longmont, CO: Sopris West
Educational Services.
Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between
phonological awareness and reading: implications for the assessment of
phonological awareness. Language, Speech, and Hearing Services in Schools,
36, 285-293.
International Reading Association (2010). Response to Intervention: Guiding
Principles for Educators.
Newark, DE: Author.
Kolenovsky, Gladys. “School-Based Identification of Dyslexia in Texas: The Very
Basics.” Texas Scottish Rite Hospital for Children. Dallas, Texas. 1 July 2014.
Liberman, I.Y., Shankweiler, D., & Liberman, A.M. (1989). The alphabetic principle
and
learning to read. In Shankweiler, D. & Liberman, I.Y. (Eds.), Phonology and
reading disability: Solving the reading puzzle
(pp.1-33). Ann Arbor, MI: U. of
Michigan Press.
Liederman, J., Kantrowitz, L., & Flannery, K. (2005). Male vulnerability to reading
disability is not likely to be a myth: A call for new data. Journal of Learning
Disabilities
, 38
, 109–129.
National Center on Response to Intervention (March 2010). Essential Components of
RTI – A Closer Look at Response to Intervention
. Washington DC: U.S.
Department of Education, Office of Special Education Programs, National
Center on Response to Intervention.
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Quinn, J. M., & Wagner, R. K. (in press). Gender differences in reading impairment
and in the identification of impaired readers: Results from a large-scale study
of at-risk readers. Journal of Learning Disabilities. Psychological Bulletin,
131,
592-617.
RAND. (2002). Reading for understanding: Toward an R&D program in reading
comprehension
. Santa Monica, CA: Author.
Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. 2001. How
psychological science informs the teaching of reading. Psychological Science in
the Public Interest, 2:
31-73.
Rutter, M., Caspi, A., Fergusson, D., Horwood, J. L., Goodman, R., et al. (2004). Sex
differences in developmental reading disability: New findings from four
epidemiological studies. Journal of the American Medical Association
, 291
,
2007–2012.
Share, D.L., & Stanovich, K.E. (1995). Cognitive processes in early reading
development: A model of acquisition and individual differences. Issues in
Education: Contributions from Educational Psychology, 1,
1-35.
Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based
Program for Reading Problems at Any Level.
New York: Alfred A. Knopf.
Snow, C.E., Burns, M.S. & Griffin, P. (1998). Preventing reading difficulties in young
children
. Washington, DC: National Academy Press.
Torgesen, J. K. (2000). Individual differences in response to early interventions in
reading: The lingering problem of treatment resisters. Learning Disabilities
Research & Practice, 15
(1), 55–64.
Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its
causal role in the acquisition of reading skills. Psychological Bulletin, 101
,
192-212.
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Appendix C
Definition of Dyslexia
Dyslexia is a specific learning disability that is neurological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically result from a deficit in the
phonological component of language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom instruction. Secondary
consequences may include problems in reading comprehension and reduced reading
experience that can impede the growth of vocabulary and background knowledge. -
Adopted by IDA: November 2002
Characteristics of Dyslexia
Underlying Cause:
● Deficit in the phonological processing (Phonological awareness,
phonological memory, and\or rapid naming)
Characteristics:
● Difficulty reading real words in isolation
● Difficulty accurately decoding nonsense or unfamiliar words
● Poor reading fluency (rate, accuracy, labored)
● Poor spelling
Outcomes:
● Difficulty with reading comprehension
● Reduced reading experience that limits vocabulary and background
knowledge
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Appendix D
Early Indicator Checklist
Family History:
❑ Other family members experienced learning problems
Father, Mother, Sibling(s)
Oral Language:
❑ Difficulty understanding verbal directions
❑ Difficulty understanding stories read to him/her
❑ Difficulty correctly pronouncing phonemes or syllables of words in
sequence; persistent baby talk (busgetti for spaghetti, mawn lower for
lawn mower, fibe for five)
❑ Substitutes words with the same meaning for words in the text he/she
can’t pronounce, such as “car” for ”automobile.”
❑ Difficulty acquiring new vocabulary
❑ Difficulty finding the right words
❑ Unable to find the exact word; Speech that is not fluent; Pauses,
hesitations when speaking; Lots of “um”s
❑ Imprecise language, such as vague references to “stuff” or “things” instead of
the proper name of an object
❑ Unable to find the exact word; confusing words that sound alike: saying
“tornado” instead of “volcano,” substituting “lotion” for “ocean,” or
“humanity” for ”humidity”
❑ Difficulty speaking in grammatically correct sentences
❑ Difficulty explaining ideas or elaborating on thoughts
Phonological Awareness:
❑ Difficulty recognizing or producing rhyming words
❑ Difficulty isolating sounds in the beginning, final, and/ or medial position
❑ Difficulty segmenting individual sounds in a word
❑ Difficulty blending sounds into a word
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Alphabet:
❑ Difficulty learning or recalling the names of letters
❑ Difficulty learning or recalling the sounds of letters
Decoding and Word Recognition:
❑ Difficulty sounding out unfamiliar or nonsense words
❑ Difficulty reading words in isolation (lists)
❑ May confuse small words - at - to, said - and, does - goes
Fluency:
❑ Difficulty with reading accuracy in context
❑ Difficulty reading grade level text at expected rate
❑ Difficulty with reading with expression
Spelling:
❑ Difficulty memorizing words for spelling tests
❑ Difficulty spelling words in context, even after spelling them correctly on a
spelling test
❑ Difficulty spelling words phonetically
Comprehension:
❑ Difficulty with reading comprehension, but not when read to
❑ Better understanding of words in context than words isolated in lists
Written Expression:
❑ Difficulty constructing sentences
❑ Difficulty organizing grade appropriate written compositions
❑ Difficulty producing sufficient written output
❑ Written expression does not match verbal expression
(Content, organization, vocabulary)
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Handwriting:
❑ Slow with handwriting tasks
❑ Overall poor quality/illegible handwriting on written assignment
❑ Awkward, fist-like, or tight pencil grip
Cognitive/Academic Ability:
❑ The student appears to have intellectual ability equal to or above grade
level peers.
❑ The student has grade level math calculation skills.
❑ The student appears to have grade level math reasoning skills
❑ The student has grade level listening comprehension skills.
❑ The student has reading difficulties that are unexpected compared to other
abilities.
❑ The student requires many repetitions to learn something new.
❑ Compensates by memorizing stories or words but cannot keep up as
demands increase
❑ Strength in thinking skills: conceptualization, reason, imagination,
abstraction
❑ Strength in areas not dependent on reading, such as math, computers,
and visual arts, or excellence in more conceptual
Social/Emotional/Behavioral:
❑ Shows frustration and anxiety, as he realizes he is lagging behind his
peers
❑ Exhibits health or behavior problems, emotional difficulties or wants to
avoid school
❑ Avoids reading aloud
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Attention:
❑ Difficulty attending to tasks involving print.
❑ Difficulty organizing time and materials
❑ Is easily distracted
❑ Does many things too quickly
❑ Is often overactive or fidgety
❑ Is inconsistent with production of classwork and homework on written
assignments
Student’s Academic Development:
❑ English is a second language.
❑ The student was retained in grade.
❑ The student has been/is in special programs. (Special Education, Tiered
Interventions, etc.)
Suggested work samples to include:
❑ The student’s most recent spelling test.
❑ A Sample of the student’s unedited writing (journal entry, creative story,
etc.)
❑ The student’s most recent progress report or report card.
❑ A copy of most recent literacy screeners.
Adapted from Teacher Questionnaire for Dyslexia, Texas Scottish Rite
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Appendix E
Accommodations
Listed below are some accommodations to be considered for a student
exhibiting the characteristics of dyslexia. Specific accommodations should be selected
based on individual student needs.
Reading
● Allow audio books and/or text-to-speech software
● Utilize outlines, summaries
● Preview questions and vocabulary
● Allow shared reading or buddy reading
Writing
● Grade for content rather than spelling
● Allow students to dictate work to an adult
● Substitute alternative projects for written reports
● Utilize speech-to-text software
● Reduce written work
● Minimize copying
● Accept oral responses, reports, and presentations
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Testing
● Provide extra time
● Review directions orally
● Read tests orally
● Allow dictated responses
Homework
● Reduce reading and writing requirements
● Limit time spent on homework
● Provide extra time
Instruction
● Break tasks into small steps
● Give directions in small steps
● Give examples and model behavior
● Emphasize daily review
● Provide copies of lecture notes
Classroom
● Post schedules and maintain routines
● Chart assignments on a calendar
● Use color-coding to organize materials and information
● Incorporate multisensory activities
● Coordinate preferential seating
● Avoid requiring student to read aloud in front of a group.
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APPLYING FOR ACCOMMODATIONS ON COLLEGE ENTRANCE TESTS
The application process for individuals
planning to enter college can
be a daunting experience. For individuals
with disabilities who are requesting testing
accommodations, this can be even more
challenging, as it often requires assembling
necessary documentation, completing
additional paperwork, and anticipating deadlines.
This IDA Fact Sheet gives a broad overview of
the process in order to assist individuals who are
requesting test accommodations on high stakes
tests such as the SAT and ACT. It provides
guidance about what forms to submit, how to
provide sufficient disability documentation, and
how to gather supplemental information if
needed to support accommodation requests. Keep
in mind that each testing agency sets its own
requirements for requesting accommodations.
The Application Process
• Test takers should read the test
information on the program’s website.
Many tests are administered on computer
and incorporate functions such as a built-
in calculator, clock, etc. Additionally,
most testing agencies provide
supplemental information or a handbook
for test takers with disabilities.
• The testing agency website will give
specific information about how to apply
for accommodations. This should be read
carefully to determine which
accommodations are necessary (e.g.,
additional testing time, or breaks, separate
room, a reader, etc.).
• Special Services and/or counseling staff in
the student’s high school or district may
be able to assist in completing the
application and acquiring the required
documentation.
• Early submission of applications is
important, as it’s not unusual for testing
agencies to request additional scores,
updated testing, or clarification, which can
cause delays. This is particularly true
during peak application periods.
• Once the agency receives an application
for accommodations, it may be two
months before the applicant is notified. If
additional testing or an appeal is needed,
all this must be accomplished and
submitted at least 60 days in advance of
the test date.
• Since most testing agencies no longer
“flag” scores obtained under non-standard
conditions, it is important to request
accommodations that are needed.
Documentation
• Typically, all documentation should be
sent in one complete packet. This pertains
to supporting documentation (IEP,
transcripts, letters re: past
accommodations).
• Testing agencies often require current
documentation according to their
individual “recency” criteria. For example,
many testing agencies request
documentation for learning disabilities to
be dated within the last three to five
years to reflect the test taker’s need for
specific accommodations. Test takers
should review the documentation
guidelines posted on the website.
• Often, a current, comprehensive
evaluation is needed, as an adult version
of some tests may be required. For
example, most testing agencies will not
accept a handwritten prescription-pad note
from a doctor. Documentation should be
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complete, dated, signed, in English, and
on official letterhead. Disability
documentation should address all of the
following:
o The existence of an impairment that
substantially limits a major life
activity, as compared to most
people in the general population
o A diagnosis of the disability and the
current impact of impairment and
how it limits the student’s ability to
take the test under standard
conditions
o A rationale for why the requested
accommodations are necessary and
appropriate. For example, if extra
time is requested, the evaluation
must say how much extended time
should be provided and on what
basis.
o The accommodations that are
requested should generally match
those provided in the past.
• Some accommodations may not require
prior approval, such as braces or crutches,
eyeglasses, insulin pump, etc. Lockers that
can be accessed during breaks are
typically provided for storage of food,
water, and/or medication, if applicable.
• If sufficient disability documentation is
unavailable or outdated, it may take up to
nine months in advance to find a qualified
professional with a qualified professional
with experience and expertise in
diagnosing and documenting the disability
in question. That evaluator will need
relevant historical information, including:
o Letters documenting a history of
accommodations in school, such as
IEPs or 504 plans, or proof of
accommodations on statewide
assessments.
o A description of tutoring or
coaching services provided in the
past.
o A comprehensive evaluation report
for diagnosis of the disability and
accommodation determination.
• Additionally, school records from
elementary and high school as well as
teacher comments will help support a
history of a disability. High school
transcripts may provide good evidence if
they showed the impact of the disability
on grades (e.g., dropped classes,
withdrawals, incompletes, or failing
grades). It is not always the case that
accommodations in the past will
automatically continue. An ongoing need
for accommodations can be described in a
personal statement.
• Many colleges and universities with
strong school psychology programs
perform evaluations at a reduced fee if a
private evaluation is not feasible.
Types of Decision Letters
There are three basic types of decision letters that
the testing agency sends:
1. Approval—This type of letter will list the
accommodations that have been approved.
o Once accommodations have been
approved, directions on the
approval letter regarding how to
schedule the test and other pertinent
information.
o Be aware that extra time may be
needed to schedule the test after
approval for accommodations. For
example, extra time may be needed
to secure a reader or scribe.
2. Request for Additional Information—
This type of letter is not a denial of the
request. It specifies that the agency needs
more information to complete the review.
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3. Denial—If the testing agency finds the
documentation insufficient to support the
accommodation request, this letter will
explain the decision and will include
options for requesting further review.
o Appeal Process: Each testing agency
has established a procedure to allow
an appeal of its decision. The
information on how to appeal a
decision is typically stated in the
denial letter or on the agency’s
website. When the requested
information is submitted, the request
will be reconsidered.
Preparing for the Test
Whether or not an accommodation request is
approved, it is important for the student to
become familiar with the upcoming test.
• Most testing agencies have a wide range
of practice materials at no or low cost
available to test takers.
• Areas of particular focus are the test
format, the types of questions used, and
the test directions for each type of
question. This can reduce the amount of
time spent familiarizing oneself with
instructions on the test day. Alternate-
format practice materials can be requested
if this is one of the desired
accommodations.
• The sample test questions can be practiced
with and without the requested
accommodations. The goal is to increase
the number of questions correctly
completed within the time limit. As you
practice, try to increase the number of
questions you can complete correctly
within the time limit.
• Test sites differ, so it is a good idea to
check out the location in advance.
Resources
• AHEAD (Association on Higher
Education and Disability) This is a
professional association committed to full
participation of persons with disabilities in
postsecondary education. www.ahead.org
• Students with Disabilities Preparing for
Postsecondary Education: Know Your
Rights and Responsibilities
www2.ed.gov/about/offices/list/ocr/transit
ion.html
• Rights and Responsibilities of College
Students with LD (Learning Disabilities
Association of America)
https://ldaamerica.org/rights-and-
responsibilities-of-college-students-with-
learning-disabilities-ld/
• Educational Testing Service
http://www.ets.org/disabilities
• ACT Test website
http://www.act.org/content/act/en/products
-and-services/the-
act/registration/accommodations.html
The International Dyslexia Association (IDA)
thanks Loring Brinckerhoff, Ph.D., Nancy Cushen
White, Ed.D., BCET, CALT-QI, and Diana Sauter,
Ph.D., for their assistance in the preparation of this
fact sheet.
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Appendix F
Parent Resource: Questions to ask a Diagnostician
When you call, ask:
1. How long have you been testing children for dyslexia?
2. Where did you get trained to do this?
3. What does the term Dyslexia mean to you?
4. Will you use the term Dyslexia in your report? Why or why not?
5. What are some of the tests you will use?
6. What do you charge for testing a child?
7. What is the process like? How long will it take?
8. Will you meet with us when the testing is done and explain the results?
9. Will you be able to refer us to an appropriate and qualified interventionist
with experience in performing an evidenced-based program for dyslexia?
10.How do you know the interventionist is qualified?
11.Will you provide a written report as part of your fee? What will be in that
report?
12.If my child has dyslexia, will your recommendations section be written with
legal terminology that will make it easy to get a 504 Plan?
13.(If the child is in high school) Will your report include
recommendations for accommodations for high stakes testing such
as extra time for the ACT?
14.Will your report include recommendations for accommodations
such as assistive technology to help access reading and writing
materials?
15.Will you meet with my child’s teacher(s) and explain the results? Is
that included in your fee? If not, what would you charge?
16.Can you provide me with a list of references -- parents who have
hired you to test their child?
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Appendix G
Assembling a Battery for the Level 2: Dyslexia Screener
The Dyslexia Resource Guide cannot be considered a substitute for
reading and understanding the manual of a test you are administering.
UNDERLYING CAUSE
PHONOLOGICAL AWARENESS
CTOPP-2 (Comprehensive Test of Phonological Processing-2) Phonological
Awareness Composite - Elision, Blending Words and Phoneme Isolation or Sound
Matching subtests make up this composite
PAT-2 (Phonological Awareness Test-2) - first six subtests
KTEA-3 (Kaufman Test of Educational Achievement - 3rd edition)
WRMT-Ill (Woodcock Reading Mastery Test Ill) - Phonological Awareness
WJ-IV (Woodcock-Johnson Tests of Oral Language-4th edition) - Segmentation and
Sound Blending
RAPID NAMING
CTOPP-2 - Rapid Naming Composite
KTEA-3 - Rapid Automatized Naming, Letter Naming Facility, Object Naming Facility
WRMT-III - Rapid Automatic Naming
WJ-IV Tests of Oral Language - Rapid Picture Naming
RAN/RAS (Rapid Automatized Naming and Rapid Alternating Stimulus)
LETTER KNOWLEDGE
PAT-2 - Graphemes
WRMT-III - Letter Identification
WJ-IV (Woodcock-Johnson Tests of Achievement-4th edition) - Spelling of Sounds
(Phoneme knowledge)
WIST (Word Identification and Spelling Test) – Sound-symbol knowledge
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CHARACTERISTICS
DECODING
PAT-2 - Decoding
KTEA-3 - Nonsense Word Decoding
WIAT-III (Wechsler Individual Achievement Test-3rd edition) - Pseudoword Decoding
WJ-IV Ach - Word Attack
WRMT-III - Word Attack
WORD RECOGNITION
KTEA-3 - Letter & Word Recognition
WIAT-Ill - Word Reading
WJ-IV Ach - Letter-Word Identification
WRAT-4 (Wide Range Achievement Test-4th edition) - Reading
WRMT-III - Word Identification
WIST – Word identification
FLUENCY
Oral Reading Accuracy
GORT-5 (Gray Oral Reading Test-5th edition) - Accuracy score
Oral Reading Rate
GORT-5 - Rate score
Oral Reading Fluency (Rate and Accuracy as a Composite only)
KTEA-3 Word Recognition Fluency, Associational Fluency, Silent Reading Fluency
TOWRE-2 (Test of Word Reading Efficiency- 2nd edition) - Sight Word Efficiency,
Phonemic Decoding Efficiency, and Total Word Reading Efficiency
WIAT-III - Oral Reading Fluency
WJ-IV Ach - Oral Reading Fluency, Sentence Reading Fluency
WRMT-III - Oral Reading Fluency
SPELLING
KTEA-3 – Spelling, Orthographic Processing Cluster - Spelling, Letter Naming Facility,
and Word Recognition Fluency
TWS-5 (Test of Written Spelling-5th edition) - Spelling
WIAT-Ill - Spelling
WJ-IV Ach - Spelling and Spelling of Sounds (spelling nonsense words)
WRAT-4 - Spelling
WIST – Spelling
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OUTCOMES
READING COMPREHENSION
GATES (Gates-MacGinitie Reading Tests) - Silent reading comprehension
GORT-5 - Oral reading comprehension
GSRT (Gray Silent Reading Tests) - Reading comprehension
KTEA-3 - Reading Comprehension
WIAT-III - Reading comprehension
WJ-IV Ach - Passage Comprehension
WRAT-4 - Sentence Comprehension
WRMT-III - Passage Comprehension
WRITTEN EXPRESSION
KTEA-3 Written Expression
TOWL-3 (Test of Written Language-3rd edition) - Overall writing quotient
WIAT-Ill - Written Expression
WJ-IV Ach - Writing Samples
Adapted from the Characteristic Profile of Dyslexia – Revised 7/2014, Texas Scottish
Rite Hospital for Children
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Appendix H
Dyslexia Program Review Form
Program:_____________________________ Author(s):__________________________
Date of Publication:______________ Intended Age/Grade Range:_____________________
Length of Program:_______ Group Size:____ Frequency/Duration of Sessions:_____
Information Sources:____________________________________________________
School:________________________ Reviewer:____________________ Date:_____
Training Requirements:_________________________ Training Cost:__________________
Cost of Materials:_________________________________________________________
Principles of Instruction (How)
Explicit, Direct Instruction
❑ Nothing assumed, everything is directly taught
❑ Skill or strategy is made clear
❑ Modeling, Guided practice, Corrective feedback, Independent Practice
Systematic, Sequential, Cumulative
❑ Introductions follow a logical order of the language
❑ Begins with easiest, and progresses to more difficult
❑ New concept based on previously learned concept
❑ Systematic review to strengthen memory
Multisensory
❑ Teaching is done using all learning pathways in the brain: (VAKT)
❑ Simultaneous in order to enhance memory and learning
Research-Based
❑ Instructional techniques that are grounded in research
Small Group Instruction
❑ Recommended size of small group _______________
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Content (What)
Look for lessons that explicitly teach:
Phonemic Awareness
❑ Detect
❑ Segment
❑ Blend
❑ Manipulate sounds
Graphophonemic Knowledge
❑ Specific sequence of letter-sound introductions
❑ Consonants
❑ Vowels
❑ Consonant digraphs, trigraphs
❑ Vowel digraphs, trigraphs, quadrigraphs
❑ Diphthongs
❑ Combinations
Structure of the English Language
❑ Syllable types
❑ Closed
❑ Open
❑ Vowel-Consonant-e
❑ Vowel teams
❑ Vowel r
❑ Final Stable Syllables (Consonant le)
❑ Syllable division patterns
❑ VCCV
❑ VCV
❑ VCCCV
❑ VV
❑ Morphology
❑ Base words
❑ Prefixes
❑ Suffixes
❑ Latin Roots
❑ Greek Combining Forms
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Linguistic Instruction
❑ Language Form:
❑ Phonology (sounds)
❑ Morphology (meaning)
❑ Syntax (grammar)
❑ Language Content: Semantics (vocabulary)
❑ Language Use: Pragmatics (conversational rules)
Strategies for:
❑ Decoding
❑ Word recognition
❑ Comprehension
❑ Encoding (spelling)
❑ Fluency
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Appendix I
Record of Modifications to this Document
Since its original release, the Dyslexia Resource Guide has been modified on several
occasions. The following list provides a running record of those modifications:
• Appendix I – Revised March 2021
• Sections III, IV, V, XI – Revised December 2017
• Appendix A: Glossary – Revised December 2017
• Section VI: Level II Dyslexia Screening – Revised January 2016
• Appendix G: Assembling a Test Battery for a Level 2 Dyslexia Screener – Revised
January 2016
• Appendix H: Programs, Training, and Resources – Removed November 2015
• Section XI: Reporting by School Districts – Revised October 2015
• Section XII: Special Education and Dyslexia – Revised October 2015
