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A BREAKDOWN OF
THE DYSLEXIA REPORT
From Paper to Practice
SAISD Dyslexia, Section 504 Department
2014-2015 School Year
DYSLEXIA
Difficulty with:
Leads to problems with:
PRIMARY
• Development of
phonological awareness:
segmenting, blending,
manipulating sounds in words
• Learning the names of letters
and sounds
• Phonological memory
(holding information about
sounds and words in
memory)
• Rapid naming of familiar
objects, colors, or letters of
the alphabet
• Reading oral words in
isolation
• Accurately decoding
nonsense words
• Slow, inaccurate or labored
oral reading (lack of fluency)
• Learning to spell
SECONDARY
• Written comprehension
• Reading comprehension
• Limited time spent reading
DIAGNOSING DYSLEXIA
• The examiner analyzes the processing used by the
student in both oral and written language.
• Three areas must be assessed: cognitive ability; skills in
language, reading, and writing; and processing
components.
• SAISD uses seven assessment instruments.
Dyslexia
Evaluation
Report
Assessment instruments
are listed first, followed
by diagnostic
components, scores,
and evaluator
comments.
Summary of
Evaluation
• Student strengths
• Teacher instructional
focuses
• Dyslexia eligibility
questions
• Evaluator comments
How Does This Help My Student?
Knowing the skills being tested and how the student
performed in each area enables you to target the specific
skills to provide interventions. The web link provided has
dyslexia strategies to choose from.
COGNITIVE SKILLS
• Assessment of strengths and weaknesses in cognitive skills
• Individual’s aptitude for learning in a variety of areas
• Identification that student has average or above
average cognitive potential in the absence of print
Assessment Instrument
Kaufman Brief Intelligence Test,
Second Edition (KBIT-2)
SPECIFIC LANGUAGE SKILLS
• Speech sound and syllable awareness/manipulation skills
• Efficient retrieval and rapid automatic naming from longterm memory
• Ability to code information phonologically for storage in
short term memory
Activities to address skills may be located at:
http://www.saisd.net/dept/dyslexia/index.php?option=com_content&view=article&id=50&Itemid=63
Assessment Instrument
Comprehensive Test of Phonological Processing
(CTOPP-2)
SINGLE-WORD DECODING
• Letter knowledge (name and associated sound)
• Reading real words in isolation
• Ability to decode words
• Ability to transfer knowledge from known to unknown
words
Activities to address skills may be located at:
http://www.saisd.net/dept/dyslexia/index.php?option=com_content&view=article&id=50&Itemid=3
Assessment Instruments
Alphabet/Sounds-Letter/Sound Knowledge
Decoding Skills Test (DST)
Woodcock Reading Mastery Test (WRMT-III)
READING
• Oral reading rate, accuracy, fluency and comprehension
• Ability to decode rapidly
• Sight word identification
• Use of context clues and logical reasoning to determine
meaning when words are misread or unknown
• Comparison of factual and inferential comprehension
skills
Activities to address skills may be located at:
http://www.saisd.net/dept/dyslexia/index.php?option=com_content&view=article&id=50&Itemid=63
Assessment Instruments
Gray Oral Reading Test (GORT)
Woodcock Reading Mastery Test (WRMT-III)
SPELLING
• Dictated written spelling test
• Analysis of errors
sound additions or omissions
confusion of letter sequences
poor memory for common patterns
Activities to address skills may be located at:
http://www.saisd.net/dept/dyslexia/index.php?option=com_content&view=article&id=50&Itemid=63
Assessment Instrument
Test of Written Spelling-4 (TWS-4)
REPORT KEY
• Scores / Levels
Grade Equivalency (GE)
Standard Scores (SS)
Relative standing to other
students of same age on
bell curve
Composite Scores (C, CS)
Combination of scores
Range of Scores
Average, Below Average,
etc.
• Test and Subtests
Name of assessment
Instrument used
Subtests of individual
Assessment instruments
• Comments
Detailed observations
Student behaviors
Relevancy to dyslexia
Areas of Strength
Instructional Focus
Comments on specific
Specific areas of need will be
strengths observed during
recommended for the
evaluation
teacher to focus on
Strengths can be used as a
starting point to develop the
areas of need
Activities can be located
on the DYSLEXIA website.
http://www.saisd.net/dept/dyslexia/index.php?opt
ion=com_content&view=article&id=50&Itemid=63
ELIGIBILITY QUESTIONS
Does the student exhibit characteristics of dyslexia?
• A comprehensive summary of the data
collected is reported.
Do the characteristics exhibited require 504 services?
• All dyslexia students are evaluated for 504
services.
• The Committee of Knowledgeable Persons (CKP)
makes the final decision.
Will the student need a special reading program?
• A recommendation is made.
• The most beneficial type of instruction is
suggested.
• The CKP makes the final decision.
IF STUDENT…
Qualifies
Follow 504 Services Plan:
The Committee of
Knowledgeable Persons will
create the plan that works
best for each student.
Provide Reading Interventions:
iStation (grades 1-2)
System 44 or READ 180
Small group
iStation or Dyslexia website
activities
Does not qualify
Provide Interventions:
iStation
Small group
iStation or Dyslexia website
activities
DYSLEXIA INSTRUCTION
Instruction:
•
Direct and explicit, systematic and structured,
multisensory, cumulative
Strategies:
• Instructional Strategies (i.e., games, movement, visuals,
mnemonic devices, manipulatives, graphic organizers,
writing and journals, technology (books on tape,
computer/netbook, etc.)
• Strategies located on Dyslexia website
Accommodations:
• Individualized and documented on Section 504 Services
Plan (i.e., read or allow someone to read directions orally,
extended time for tests and reading assignments, elevator
key, auditory amplification, etc.)
“ OUR GREATEST WEAKNESS LIES IN
GIVING UP. THE MOST CERTAIN
WAY TO SUCCEED IS ALWAYS TO
TRY JUST ONE MORE TIME.
Thomas A. Edison
”
The Dyslexia Strategies link on the district website has many activities
to select from. If the one you choose does not work, do not give up.
Try another.
QUESTIONS?
CONTACT CAMPUS DYSLEXIA COORDINATOR
Department Information
Dyslexia, Section 504, RtI Department
406 Barrera Street, Burnet Center, Room 24
San Antonio, Texas 78210
Phone: 210-554-2570
Fax: 210-354-3538
Sr. Coordinator
Lydia (Leticia) Carrasco - lcarrasco@saisd.net
Department Staff
Cindy Sosa – Secretary/Iris Nannen - Clerk
RESOURCES:
The Dyslexia Handbook Revised 2014
The Source For Dyslexia And Dysgraphia
SAISD Dyslexia Evaluation Report
PowerPoint created by:
Michelle Augello, MAT, MRT
Mary Lou Garza, MS, MRT
Vivian Zotz, MA
San Antonio Independent School District
2014-2015