11/7/14 Decoding, Disfluency, Dyslexia: What does it all mean? Best Practices in Reading Assessment by Joe Edwards and Stephen McCrocklin November 8th 2014 KPA Fall Convention Decoding, Disfluency, Dyslexia Overview The problem, America, Kentucky & Louisville has “too many” struggling readers To develop a better understanding of ways critical reading skills and reading deficits are conceptualized by various groups (The National Reading Panel, “Dyslexia” as being defined by proposed KRS 158 (12RS HB); DSM-5 Core components necessary to be a good reader and a better understanding of where reading problems fall on a continuum from mild to substantial deficits in core areas Review of the commonly used assessment measures of reading skills and what they measure: WJ-III and WJ-IV, WIAT-3, TOWRE-2, GORT-5 & CTOP-2 Several Case Examples Models of assessment and intervention for reading problems—Response to Intervention (RTI) vs. the Ability-Achievement Discrepancy Model. 1 11/7/14 Decoding, Disfluency, Dyslexia The goals To help psychologists have a better understanding of the ways major groups have identified the skills necessary to be a good reader. To help evaluators have a better understanding of the “key areas” to assess in determining if a child or adult has a reading problem. To help evaluators be able to place a person’s reading skill on a continuum in order to identify whether a person has _____________________________________________________________________ good reading skills “at-risk” mild moderate severe Reading Trajectory 12 11 10 9 8 7 6 5 4 3 2 1 K 2 11/7/14 Americans don’t read well 37% of 4th graders read below basic levels – “partial mastery” of fundamental skills. Kentuckians donʼ’t read well 50% of college freshmen need remedial classes 3 of 100 high school Freshmen graduate from college The highest and lowest scoring schools districts both spend over $10,000 per pupil per year. 3 11/7/14 National Institutes of Health charged by Congress in 1965 What will it take to develop a nation of readers? Reading problems affect the welfare of children NICHD (National Institute of Child Health and Human Development) Reid Lyon, Ph. D. NICHD research rigorous research methods 2,500 research articles More than 120 researchers 34,000 people 20,000 typical readers 14,000 with reading difficulty 48 research sites 42 sites in U.S. 6 international China, England, Israel, Russia, Serbo-Croatia, Sweden, Turkey 4 11/7/14 Major Findings Reading disabilities affect 10 million children 1:5 (20%) Typical Yale 9,10 Affects LD boys and girls equally Bowman Gray 5,9, Colorado 4,9,11, Miami 5,9, Yale 2,5,7,12 Major Findings (conʼ’t) Persistent deficit not developmental lag in linguistic and reading skills 74% LD in 3rd grade still disabled in 9th Yale, 1,4,7,10 Stanovich & Siegel 3 5 11/7/14 Matthew Effect Major Findings (conʼ’t) Occur continuously upon a distribution not clumped together at tail-end Bowman Gray 5, Colorado1,4,5, Yale, 1,4,7,10 Stanovich & Siegel 3 6 11/7/14 For the 20% of children with severe reading difficulties Phonological Substantial deficit” core deficit converging evidence for a “phonological core Difficulty acquiring, retaining, and manipulating sounds in the English language Supported by over 100,000 studies reviewed in the National Reading Panel report Research says... “Children who fall behind in first grade reading have a one in eight chance of ever catching up to grade level.” Juel, 1994 “Phonemic awareness is the single best predictor of reading success between kindergarten and second grade.” Adams, Stanovich, 1995 “Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension.” Stanovich, 1993 7 11/7/14 GROWTH IN WORD READING ABILITY OF CHILDREN WHO BEGIN FIRST GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS & LETTER KNOWLEDGE (Torgesen & Mathes,) 2000 5.7 Low PA Average READING GRADE LEVEL 5 Low Ave. PA 4 3.5 3 2 1 K 1 2 3 4 5 GRADE LEVEL CORRESPONDING TO AGE GROWTH IN READING COMPREHENSION OF CHILDREN WHO BEGIN 1st GRADE IN THE BOTTOM 20% IN PHONEME AWARENESS & LETTER KNOWLEDGE (Torgesen & Mathes, 2000) READING GRADE LEVEL 6.9 6 Average 5 Low 4 3.4 3 2 SAME VERBAL ABILITY – VERY DIFFERENT READING Low PA COMPREHENSION 1 Ave. PA K GRADE LEVEL CORRESPONDING TO AGE 1 2 3 4 5 8 11/7/14 Reading is not a natural process Speech is at least 200,000 yrs. old Reading is a recent invention 4,000 yrs. old Writing uses arbitrary symbols – different in various languages to represent human speech Decoding, Disfluency, Dyslexia Video 9 11/7/14 National Reading Panel • called by Congress in 1997 • evaluated the existing 100,000 research studies (published since 1966) The National Reading Panel Why it is critical to know about the NRP? How it can shape best practice? 10 11/7/14 The National Reading Panel To be good readers the NRP has identified the following skills: phonemic awareness skills (the ability to manipulate the sounds that make up spoken language) phonics skills (understanding there are relationships between letters and sounds) the ability to read fluently with accuracy, speed and expression Vocabulary knowing the meaning of words Reading comprehension strategies to enhance understanding and enjoyment of what they read. The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency Meaning 11 11/7/14 Key reading skills The key reading skills identified by the NRP is supported as critical reading skills in numerous studies These key reading skills are identified in the the Dyslexia Law (KRS) These key reading skills are discussed in DSM 5 12 11/7/14 Dyslexia: Historical Background W. Pringle Morgan, 1896- general doctor and ʻ‘father of dyslexiaʼ’ Language, specifically speech, is critical to reading development Phonological awareness is essential for learning to read successfully "Dyslexia is a specific learning disability . . .” This definition recognizes the existence of other specific learning disabilities and its place on the taxonomic hierarchy of learning disabilities. 13 11/7/14 " . . . that is neurobiological in origin.” The deficit is cognitive, intrinsic to the individual, and occurs at the level of the neuron. Brain Activation with Reading Typical Readers Strong activation pattern Dyslexic Readers Weak activation pattern 14 11/7/14 ECTOPIC CELLS "It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.” This current definition recognizes fluency, automaticity, and spelling along with decoding as being directly influenced by the cognitive deficit involved. 15 11/7/14 "These difficulties typically result from a deficit in the phonological component of language. . . ” The core cognitive deficit of dyslexia resides in the phonological system. ". . . that is often unexpected in relation to other cognitive abilities . . .” There is nothing in this definition that would preclude an individual with a generalized developmental disability from also being dyslexic if his cognitive assets were relatively superior to his "deficit in the phonological component of language." 16 11/7/14 "and the provision of effective classroom instruction." Individuals who can't read due solely to poor instruction are not dyslexic. "Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge." 17 11/7/14 The National Reading Panel Phonemic! Phonics Awareness! Fluency! Meaning Vocabulary Comorbidity-Dyslexia likes company 70 Control 60 Dyslexia 50 40 30 20 10 0 ADHD Conduct Disorder Depression Anxiety At Least 1 Comorbid Diagnoses 18 11/7/14 KRS 158 (12 RS HB 69/GA) : Section 1 (definitions) (c) “Dysgraphia” means difficulty in automatically remembering and mastering the sequence of muscle motor movements needed to accurately write letters or numbers; (d) “Dyslexia” means “a language processing disorder that is neurological in origin, impedes a person’s ability to read, write, and spell, and is characterized by difficulties with accuracy or fluency in word recognition and by poor spelling and decoding abilities.” (e) “Phonemic awareness” means the ability to recognize that a spoken word consists of a sequence of individual sounds and the ability to manipulate individual sounds in speaking;” KRS 158 (12 RS HB 69/GA): regarding technical assistance and training (4 a) The use of specific screening processes and programs to identify student strengths and needs; (4 d) progress monitoring of student performance; and (5) The department shall develop and maintain a Web-based resource providing teachers access to: (b) Current, scientifically based search and age-appropriate instructional tools that may be used for substantial, steady improvement in: 1. Reading when a student is experiencing difficulty with phonemic awareness, phonics, vocabulary, fluency, general reading comprehension, or reading in specific content areas, or is exhibiting characteristics of dyslexia, aphasia or other reading difficulties;” 2. Writing when a student is experiencing difficulty with consistently producing letters or numbers with accuracy or is exhibiting characteristics of dysgraphia; 19 11/7/14 DSM 5 – Changes from DSM IV Characteristics of Specific Learning Disorder Specific learning disorder is diagnosed through a clinical review of the individual’s developmental, medical, educational, and family history, reports of test scores and teacher observations, and response to academic interventions. The diagnosis requires persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, etc.. Broadening the diagnostic category reflects the latest scientific understanding of the condition. Specific symptoms, such as difficulty in reading, are just symptoms. And in many cases, one symptom points to a larger set of problems. These problems can have long-term impact on a person’s ability to function in daily life. Early identification and intervention are particularly important. The broader DSM-5 category of specific learning disorder ensures that fewer affected individuals will go unidentified and more detailed specifiers will help clinicians more effectively target services and treatment. DSM 5: Specific Learning Disorder: A. At least one of the following symptoms for 6 months duration, despite interventions to target those difficulties: 1. Inaccurate or slow and effortful word reading (eg. reads single words aloud incorrectly, frequency guesses words, has difficulty sounding out words). 2. Difficulty understanding the meaning of what is read (eg.,may read text accurately but not understand the sequence , relationships, inferences or deeper meanings of what is read). 3. Difficulties with spelling (e.g., may add, omit, or substitute vowels or consonants).….. 20 11/7/14 DSM 5: Specific Learning Disorder continued B. The affected academic skills are substantial and quantifiably below those expected for the individual’s chronological age, and cause significant interference with academic or occupational performance, or with activities of daily living, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment. If 17 or older, a documented history of impairing learning difficulties many be substituted for the standardized assessment. C. The learning difficulties begin during school-age years but many not become fully manifest until the demands for those affected academic skills exceed the individual’s limited capacities (e.g., timed tests, reading or writing lengthy complex reports for a tight deadline, excessively heavy academic loads). D. The learning difficulties are not better accounted for intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction. DSM 5: Specific Learning Disorder continued The 4 diagnostic criteria (A-D) are to be met based on a clinical synthesis of the individual’s history (developmental, medical, family, educational), school reports, and psychoeducational assessment. Note: Specify if: 315.00 (F81.0) With impairment in reading: Word reading accuracy Reading rate of fluency Reading comprehension Note: Dyslexia is an alternative terms used to refer to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding and poor spelling abilities. IF dyslexia is used to specify this particular pattern of difficulties, it is important also to specify any additional difficulties that are present, such as difficulties with reading comprehension or math reasoning. 315.2 (F81.81) With impairment in written expression (Spelling accuracy, Grammar & punctuation accuracy, Clarify or organization of written expression. 315.1 (F81.2) With impairment in mathematics (number sense, memorization of arithmetic facts, accurate or fluent calculation, accurate math reasoning) 21 11/7/14 The Issues with the Ability-Achievement Discrepancy Model According to Feifer (2008) “Throughout the years, there have been numerous shortcomings inherent within the Achievement-Ability model including the statistical imprecision of using cutoff scores from two different normative samples (i.e., Wechsler Intelligence tests versus Woodcock-Johnson Tests of Academic Achievement), the over-reliance on a Full Scale IQ score in an attempt to capture the dynamic properties of one’s reasoning skills (Hale & Fiorello, 2004), and the lack of agreement on the magnitude of the discrepancy at various ages and grades (Feifer & DeFina, 2000). Perhaps the most notable shortcoming of the discrepancy model was that it results in a “wait-to-fail” scenario in which a student must display a level of failure to acquire skills that must reach a threshold of severity, or significance, to qualify for special educational services.” Formula is the GAP between Ability and Achievement (1.5 SD > 23 pts) The Response to Intervention Model (RTI) The inception of Response to Intervention models (RTI) came about through the reauthorization of the Individuals with Disabilities Education Act in 2004 (IDEA) and the overall idea that school reform was needed to address students who were not performing at grade level. The trend of RTI is to not only use the data to make informed decisions concerning special education services, but also as an early identifier of students who are considered at-risk. At the heart of RTI is the concept of using scientifically-based programs and approaches when intervening at the intervention stage to prevent student academic failure. ID a student early when not working at grade level, design an intervention and apply it to see if the student responds. 22 11/7/14 A possible solution – Blending Theoretical Models For these reasons, it is crucial that school districts take notice of the importance of using RTI data, and administering I.Q. tests for the Ability-Achievement model. Both types of data must be considered with diagnosing a possible SLD because when using either model in seclusion— the uncertainty outweighs the benefits. Also, using RTI data alone for diagnosing a possible SLD diagnosis should not be used alone because it only offers insight into one dimension of SLD. According to Flanagan, Fiorello, and Ortiz (2010): Neither abilityachievement discrepancy nor RTI, when used as the sole indicator of SLD, can identify this condition reliably and validly because SLD may be present in students with and without a significant ability-achievement discrepancy and in students who fail to respond to and who respond favorably to scientifically based interventions. Assessment Battery for a diagnostic evaluation? Cognitive Ability – strengths and weakness Even ability level (Verbal, Perceptional Reasoning, Short-Term Memory and Processing Speed) or variability within the profile? Academic Achievement in reading, writing and mathematics Assessment of Core Reading Skills via multiple measures Phonemic Awareness Phonics Reading Fluency Vocabulary Reading Comprehension 23 11/7/14 Commonly used instruments to assess achievement in reading skills Woodcock Johnson Tests of Achievement 3rd or 4th Editions (WJ III or WJ IV) Wechsler Individual Achievement Test 3rd Edition (WIAT III) Gray Oral Reading Test 5th Edition (GORT 5) Test of Word Reading Efficiency 2nd Edition (TOWRE-2) Comprehensive Test of Phonological Awareness 2nd Edition (CTOP-2) The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency! Meaning 24 11/7/14 Phonemic Awareness Phoneme: The smallest part of spoken language Phonemic Awareness: Understanding that words are sequences of phonemes There are ~44 sounds or phonemes in English 20% of the population has some level of difficulty perceiving phonemes. Phonemic Awareness is different than Phonological Awareness. Phonemic Awareness Comprehensive Test of Phonological Awareness 2nd Edition (CTOPP-2) Age 4-24yrs Lindamood Auditory Conceptualization Test ( LAC-3) The Phonological Awareness Test 2 (PAT-2) NOTE: This is not an all inclusive, approved or recommended list 25 11/7/14 CTOPP 2 subtests 1. Elision measures the ability to remove phonological segments from spoken words to form other words. 2. Blending Words measures the ability to synthesize sounds to form words. 3. Sound Matching measures the ability to select words with the same initial and final sounds. 4. Phoneme Isolation measures the ability to isolate individual sounds within words. 5. Blending Nonwords measures the ability to synthesize sounds to form nonwords. 6. Segmenting Nonwords measures the ability to segment nonwords into phonemes. 7. Memory for Digits measures the ability to repeat numbers accurately. 8. Nonword Repetition measures the ability to repeat nonwords accurately. 9. Rapid Digit Naming measures the ability to rapidly name numbers. 10. Rapid Letter Naming measures the ability to rapidly name letters. 11. Rapid Color Naming measures the ability to rapidly name colors. 12. Rapid Object Naming measures the ability to rapidly name objects. CTOPP-2 Composites CTOPP 2 Composite Scores • Phonological Awareness Composite Score (PACS) – Represents the examinee’s awareness of and access to the phonological structure of oral language. • Phonological Memory Composite Score (PMCS) – Represents the examinee's ability to code information phonologically for temporary storage in working or short-term memory. • The Rapid Symbolic Naming Composite Score (RSNCS) – Measures the examinee’s ability to include efficient retrieval of phonological information from long-term or permanent memory and execute a sequence of operations quickly and repeatedly. • Rapid Non-Symbolic Naming Composite Score (RNNCS) – Measures the examinee’s ability to include efficient retrieval of phonological information from long-term or permanent memory and executing a sequence of operations quickly and repeatedly using objects and colors. • The Alternate Phonological Awareness Composite Score (APACS) – Measures the examinee’s phonological awareness exclusively with nonwords. 26 11/7/14 Phonological Processing Speed CTOPP-2 / Rapid Symbolic Naming Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS) KTEA-II/III Rapid Automatized Naming The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency! Meaning 27 11/7/14 Test of Word Reading Efficiency TOWRE-2 (ages 6-24) Measure of an individual’s ability to pronounce printed words (Sight Word Efficiency) and phonemically regular nonwords (Phonemic Decoding Efficiency) accurately and fluently. Because it can be administered very quickly, the test provides an efficient means of monitoring the growth of two kinds of word reading skill that are critical in the development of overall reading ability. Phonics- Word Decoding WIAT-III WJ-III, WJ –IV KTEA-II, III TOWRE-2 WRMT-NU PAT-2 Pseudoword Decoding Word Attack Nonsense Word Decoding Phonemic Decoding Efficiency Word Attack Multiple NOTE: This is not an all inclusive, approved or recommended list 28 11/7/14 Phonics- Reading real words in isolation WIAT-III WJ-III or IV KTEA-3 TOWRE-2 WRMT-NU WRAT-3 Word Reading Letter-Word Identification Letter and Word Reading Sight Word Efficiency Letter-Word Identification Reading (Wide Range Achievement Test-3) NOTE: This is not an all inclusive, approved or recommended list Phonics- Spelling WIAT-II/III WJ-III/IV KTEA-II/III WRAT-3 Spelling Spelling, Spelling of Sounds Spelling Spelling 29 11/7/14 Phonics- Word reading efficiency TOWRE-2 Sight Word Efficiency Phonemic Decoding Efficiency KTEA-II/III Timed Word Recognition Timed Nonsense Word Decoding NOT WJ-IV Word Reading Fluency NOTE: This is not an all inclusive, approved or recommended list The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency! Meaning 30 11/7/14 Fluency/Rate and Accuracy Oral Reading Test – 5th Edition (GORT-5) WIAT III- Oral Reading Fluency Gray WJ-III/IV Sentence Reading Fluency GORT 5 (age range 6–23yrs) New Features of the GORT-5 New normative data collected in 2008-2010 Norms were extended upward to age 23 years, 11 months Basal and ceiling rules were streamlined to make administration easier and more efficient Comprehension questions were completely revised, and studies were provided to show that the items are passage dependent Reliability and validity studies were added 31 11/7/14 GORT-5 Rate. The Rate Score is derived from the amount of time in seconds taken by a student to read a story aloud. Accuracy. The Accuracy Score is derived from the number of words the student pronounces correctly when reading the passage. Fluency. The Fluency Score is a combination of the student’s Rate and Accuracy Scores. Comprehension. The Comprehension Score is the number of questions about the stories that the student answers correctly. The open-ended format ensures that the items are passage dependent. Oral Reading Index. The Oral Reading Index is a composite score formed by combining students’ Fluency and Comprehension scaled scores. Rate, Accuracy, Fluency, and Comprehension are reported as raw scores, grade and age equivalents, percentile ranks, and scaled scores having a mean of 10 and a standard deviation of 3. The Oral Reading Index is reported as a standard score based on a distribution having a mean of 100 and a standard deviation of 15. Percentile ranks are also provided. Upcoming SlideShare Loading in...5 × WJ IV ACH norms children - adults WJ III Word-Letter Identification (Decoding) Word Attack Reading Vocabulary Comprehension (Passage Comprehension) Academic Fluency – measured by reading, math and writing fluency NKA - Sentence Reading Fluency WJ IV New subtests and CLUSTERS 3 new reading subtests: Reading Recall, Word Reading Fluency, Oral Reading 3 new READING CLUSTERS: READING COMPREHENSION-EXTENTED, READING FLUENCY, and READING RATE (3 min.) CLUSTERS READING, BASIC READING, and BROAD READING 32 11/7/14 WJ IV ACH Assesses reading at multiple levels 1st Level At a basic level there are 6 core tests measuring basic reading, math and writing skills. Of these 6 core tests, Test 1 measures reading decoding skills (Letter-Word ID) and Test 4 measures reading comprehension (Passage Comprehension). These 6 core tests produce 4 CLUSTER scores in BRIEF ACHIEVEMENT, READING, MATHEMATICS AND WRITTEN LANGUAGE. Additional Reading Skills Assessment Adding Test 7: Word Attack, creates the BASIC READING SKILLS CLUSTER. Adding Test 8: Oral Reading (new), creates the READING FLUENCY CLUSTER. Test 8 allows the examiner to hear the student read connected text out loud (with an optional error analysis procedure—to categorize the types of oral reading errors made). This allows for an informal reading inventory. Tests 9,10 and 11 are fluency tests (revised) – now separate for each academic area (sentence reading, math facts and sentence writing fluency) WJ IV – Extended Battery Extended Evaluation of Reading Skills – allows the addition of two additional reading tests Test 12 Reading Recall (new) A complex measure of reading comprehension – similar to classroom reading comprehension tasks CLUSTER – READING COMPREHENSION Test 15 Reading Fluency (new) an important aspect of reading speed, being able to read words and make accurate sematic decisions quickly. This task requires knowledge of words and their meaning and also requires cognitive fluency/ efficiency. CLUSTER – READING RATE (combines a measure of silent reading fluency and a measure of oral reading fluency) & READING COMP EXTENDED 33 11/7/14 WJ IV ACH Consists of 7 reading tests (3 tests are new to the WJ) Letter-Word Identification, Passage Comprehension, Word Attack Oral Reading (new) provides a standardized assessment of oral reading performance that increases the scope of reading fluency assessment. Reading Recall (new) assesses reading comprehension in a format that closely parallels classroom reading comprehension tasks. Word Reading Fluency (new) expands the usefulness of the WJ IV for evaluation of reading rate. Provides 7 reading CLUSTER scores: READING (Test 1 and 4), BROAD READING, BASIC READING SKILLS, READING COMPREHENSION, READING COMPREHENSION—EXTENDED, READING FLUENCY (combines a measure of silent reading fluency and a measure of oral reading fluency. Because speed of reading may broadly affect academic performance), READING RATE (assesses the rapid word comparison and sentence comprehension skills that are necessary for academic success). 34 11/7/14 WIAT-III (age range 4 -19.11 expanded to 50.11) Early Reading Skills Word Reading Word Reading Pseudoword Decoding Pseudoword Decoding Reading Comprehension Reading Comprehension Oral Reading Fluency WIAT-III Early Reading Skills Word Reading Word Reading Rate Pseudoword Decoding Pseudoword Decoding Rate Reading Comprehension Oral Reading Fluency OR Accuracy OR Rate 35 11/7/14 WIAT III - Written Expression Spelling Spelling Alphabet Writing Fluency Written Expression Sentence Composition Essay Composition WIAT III - Written Expression Spelling Alphabet Writing Fluency Sentence Combining Sentence Sentence Building Composition Word Count Essay Composition Theme Dev & Text Org Grammar & Mechanics 36 11/7/14 WIAT III, WJ III, KTEA-II- Reading Comprehension • While Reading Comprehension Subtest Scores, in general, correlate highly between measures such as the WIAT-III, KTEA-2/3, and WJ-III/IV, scores for individual students can vary greatly due to: • Differences in Output Demands (free response [WIAT-III, KTEA-2/3] vs closed response [WJ-III/IV]) • Differences in Processing Demands (e.g., literal vs inferential item types and passage length variations resulting in different demands for reasoning, reading speed, working memory, and executive functions) The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency! Meaning 37 11/7/14 Vocabulary WIAT-III Oral Expression (expressive) WJ-III/IV Reading Vocabulary (expressive) PPVT-4 Receptive Vocabulary EVT-2 Expressive Vocabulary The National Reading Panel Phonemic! Awareness! Vocabulary Phonics Fluency! Meaning 38 11/7/14 Reading Comprehension WIAT-III KTEA-2/3 GORT-5 WJ-III/IV Reading Comprehension Reading Comprehension Comprehension & WRMT-R Passage Comprehension Listening Comprehension WIAT-III KTEA-2/3 Listening Comprehension Listening Comprehension 39 11/7/14 Good Poor Listening Comprehension Children vary on a continuum of reading ability Poor reader Good understanding Good reader Good understanding (dyslexic) Poor reader Poor understanding Good reader Poor understanding (language-learning deficit) (language comprehension deficit) Poor Processing Speed Working Memory Good Word Reading Skills Case Study: Alice/5th Grader FSIQ =115 CTOPP-2 SS %ile Elision 85 16 Rate 8 25 103 58 Accuracy 6 9 95 37 Fluency 7 16 10 50 Phonological Memory Rapid Naming GORT-$ SS %ile Comprehension WIAT-III SS %ile Pseudoword Reading 75 5 Word Reading: 85 16 Spelling 83 13 Reading Comprehension 90 25 Listening Comprehension 115 84 Dyslexic? Yes 80 40 11/7/14 Case study: Scott/4th grade CTOPP-2 Elision SS %ile GORT-5 SS %ile 85 16 Rate 3 1 103 58 Accuracy 6 9 81 10 Fluency 5 5 Comprehension 6 9 WIAT-III SS %ile Pseudoword Reading 67 1 Word Reading: 77 6 Spelling 70 2 Reading Comprehension 80 9 Listening Comprehension 115 84 Phonological Memory Rapid Naming Dyslexic? Yes & Double Deficit 81 Students who have double deficits – that is, deficits in both rapid naming and phonological awareness – have the most pronounced reading impairments and are the most resistant to intervention. 82 41 11/7/14 Case study: Josh/5th grade CTOPP-2 SS %ile Elision 110 75 Rate 3 1 Phonological Memory 103 58 Accuracy 7 16 85 16 Fluency 5 5 12 75 Rapid Naming GORT-5 SS %ile Comprehension WIAT-III TOWRE-2 SS %ile 79 Phonemic Decoding 75 5 70 Sight Word 80 9 SS %ile Pseudoword Reading 112 Word Reading: 108 Spelling 105 63 Reading Comprehension 105 63 Dyslexic? Listening Comprehension 115 84 No- Phonological Processing speed deficit 83 Case study: Kim/10th grade CTOPP-2 SS %ile GORT-5 SS %ile Elision 110 75 Rate 13 84 Phonological Memory 103 58 Accuracy 14 91 Rapid Naming 115 84 Fluency 14 91 7 16 Comprehension SS %ile SS %ile Pseudoword Reading 112 79 PPVT-4 120 91 Word Reading: 120 91 EVT-2 118 88 Spelling 110 75 WISC-V Vocabulary 14 91 Reading Comprehension 90 25 Listening Comprehension 80 8 WIAT-III Vocabulary What going on here? Language Comprehension 84 42