Dyslexia Screening Instruments/Assessment Forms and Characterics

DYSLEXIA

DYSLEXIA SCREENING INSTRUMENTS/ASSESSMENT FORMS AND CHARACTERICS

Listed below are Assessment Forms that help identify students with characteristics of dyslexia. Also listed are the characteristics that a student must demonstrate in order to qualify as a student with dyslexia according to Bulletin 1903 (the Louisiana Law for the Education of Dyslexia Students).

Screening Instruments

Dyslexia Screening Checklist
Family Interview
Student Profile
Other Instruments listed below.

Characteristics of Dyslexia

Adequate Intelligence as demonstrated through performance in the classroom appropriate for the student’s age or on standardized measures of cognitive ability.
Review LEAP/iLEAP scores
Report Card (Student meets most standards and benchmarks in other academic areas)
Pupil Appraisal Evaluation Information (within three years)
Parent and teacher interviews

Lack of phonological awareness
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Quick Phonics Screener

3. Common error patterns in reading and learning behaviors

(Inaccuracies in single words and nonsense words, slow reading rate, omissions of, or substitutions of small words, reduced awareness of patterns of words, and difficulties generalizing word and language patterns)

DIBELS
Teacher Interview

4. Language (oral or written, receptive or expressive) simplistic or poor in

relation to other abilities.

Writing samples
Journals
Informal writing samples (Informal Folder Profile)
DIBELS

5. Errors in spontaneous spelling, Spontaneous written simple or poor in

comparison with spoken language, Poor organization and mechanics in

TANGIPAHOA PARISH SCHOOLS

Dyslexia Screening Checklist

Student: Date:

School:

Directions: The teacher(s) must document if the student demonstrates some of the following factors. Please check the appropriate factors. The teacher should contact the parent in order to complete some of the items below.

1. family history of similar problems

2. late in learning to talk

3. receptive language skills typically better than expressive

4. difficulty in finding the “right” word when speaking

5. difficulty in processing both oral and written language; may also affect

foreign language acquisition

6. difficulty in leaning to write the alphabet correctly in sequence

7. cramped or illegible handwriting

8. late in establishing preferred hand for writing

9. late in learning right and left and other directionality components such

as up-down, front-behind, over-under, east-west

10. problems in learning the concept of time and temporal sequencing;

e.g., yesterday, tomorrow, days of the week, and months of the year

11. reversal of letters or sequences of letters that are not developmentally

appropriate

12. difficulty in learning to decode and comprehend age-appropriate written

information

13. slow reading speed

14. difficulty learning sound-letter correspondence

15. difficulty in learning and remembering printed words

16. erratic spelling errors

17. error proneness in reading

18. word substitutions in oral reading

19. difficulty identifying, blending, segmenting, and manipulating

phonemes

20. losing ground on achievement or intelligence tests

TangipahoaParishSchool System

Dyslexia Assessment

Family Interview

Student: SS/ID #::

School: Parent:

Date: ______

Directions: Check Yes or No if the following items are present.

Yes No

Family history of academic difficulties/learning

Disabilities/dyslexia______

High risk prenatal history______
Significant developmental problems (delayed

Language, motor skills, etc.)______

Difficulty in learning right/left and other directionality

Components such as up-down, front-behind, over-

under, east/west______

Difficulty learning sound/letter correspondence______
Difficulty understanding concepts of time and

Temporal sequence (i.e., yesterday/tomorrow,

days of the week, months of year)______

Other Relevant Factors

Previous evaluations (Attach copies)______

Extent of assistance provided: (i.e., tutoring, etc.)______

______

Significant medical history______

______

Is your child on medication on a regular basis?_____Yes_____No

If so, what type of medication?______

Change(s) in school or family situation______

Is your child motivated to achieve in school?_____Yes_____No

Comments

Dyslexia Assessment

Student Profile

Student:

Teacher:

Grade/Subject:______

Directions: Check the areas that are below current grade level or age expectancy.

______

Category 1 – Listening

discriminates environmental sounds
understands and follows oral directions:

one step commands

two step commands three or more step commands

responds to simple questions appropriately
listens and responds appropriately to oral reading
listens and responds appropriately to conversation
hears and responds to rhyme, rhythm, and repetition
categorizes common items
understands idioms (figurative language)
understands temporal and spatial concepts

Category II – Behavior/Attention

ability to screen out distracting stimuli and attend to task
ability to engage in abstract thinking
ability to establish and maintain appropriate

peer/teacher interactions

ability to follow school rules
sensitive to the feeling of others
attempts new assignments or tasks
completes class assignments or homework within the

allotted time

displays difficulty with change of schedules and

procedure (e.g. hesitance to move on, school schemata,

home routines)

anxiety level
self-concept
motivation toward learning

Student Profile (continued)

Category III – Speaking

expresses thoughts orally in logical order
names and describes objects and pictures easily
tells stories and repeats songs
uses appropriate syntax (word order)
presents and shares information in a logical order
asks relevant questions
has word finding difficulties
produces rhyming words

Category IV – Reading

recognizes own name in print
participates in shared reading activities
focuses on books while read to
handles a book correctly
sequences details from unfamiliar stories
uses pictures to gain meaning from text
recognizes common or important words in stories
identifies the letters of the alphabet in random order
recites the alphabet correctly in sequence without singing or chanting
recognizes and identifies number of syllables in a word
hears and produces isolated phonemes
blends phonemes (e.g., c+a+t=cat)
segments phonemes (e.g., cat – c=at)
ability to comprehend short passages
ability to comprehend long passages
reading accuracy and fluency rate

Category V – Writing and Spelling

uses correct pencil grip
reverses letters or words (e.g., b/d saw/was)
demonstrates appropriate directionality in sentence structure
memorized spelling is significantly better than spontaneous

spelling

expresses ideas in written tasks
copies from the board or text
demonstrates correct grammar usage
completes written homework
uses correct formation of letters during writing tasks
demonstrates excessive and erratic spelling errors

Student Profile (continued)

Category VI – Memory

sequences (e.g., numbers, letters, patterns, etc.)
exhibits adequate short-term memory
exhibits adequate long-term memory
demonstrates rote memory tasks (e.g., math facts, months)

Category VII – Mathematics

writes numerals with correct directional movement
identifies numerals, words, and/or symbols
remembers numerals, words, and/or symbols
produces a neat, legible paper with properly aligned columns
plans or organizes a sequence of steps
performs mental computations
solves word problems

TangipahoaParishSchool System

Student Name: ______ ID#: ______Grade: ______

School: ______Date: ______DOB: ______

Family Interview: (List relevant factors.)______

______

Student Profile: (List categories that are significantly below grade level or age expectancy.)

______

(List categories that are on grade level and/or strengths.)

_______

Check below the characteristics that a student must demonstrate in order to qualify as a student with dyslexia according to Bulletin 1903 (the Louisiana Law for the Education of Dyslexia Students) and instruments that could aid in the identification of these students. Check appropriate answers.

____Yes ___NoThe student has adequate intelligence demonstrated through performance in the classroom appropriate for the student’s age or on standardized measures of cognitive ability.

Assessment Instruments:

LEAP/iLEAPScores (Standardized Test Scores)
Report Card (Student meets most standards and benchmarks in other academic areas.)

Pupil Appraisal Evaluation Information (within three years)
Other______

-AND-

___Yes ____NoThe student must demonstrate at least 5 of the following 6 characteristics.

[] 1. Lack of phonological awareness

Assessment Instruments:

Review Standardized Test Scores (Reading)
DIBELS – (Assess with DIBELS Initial Sound Fluency and Phoneme Segmentation Fluency)
Quick Phonics Screener
Other______

Note: Student’s DIBEL scores indicate weaknesses in “Words Correct”. This should be 87 and student’s was 47. Also when tested in “Accuracy” she achieved 90% and should have received 97%. There are not standardized test scores to review.

[] 2. Common error patterns in reading and learning behaviors

Error patterns include:

___Reading decoding inaccuracies in single words and nonsense words

___Slow reading rate

___Omissions or substitutions of small words (e.g., a/the, of/for, three/there)

___Reduced awareness of patterns in words

___Difficulties generalizing word and language patterns

Assessment Instruments:

DIBELS – (Assess withDIBELS Nonsense Word Fluency and Oral Reading Fluency)
Quick Phonics Screener
Dolch Sight Word List
Brigance (comprehension, oral reading, word recognition)

[] 3. Language (oral or written, receptive or expressive) simplistic or poor in relation to other abilities

Assessment Instruments:

Writing Samples

Journals
Informal writing samples (Informal Folder Profile)
Language Screening (if completed by the Speech Therapist)
DIBELS – (Asses with DIBELS Oral Reading and Retell Fluency)

[] 4. Errors in spontaneous spelling

Assessment Instruments:

Spelling Tests

Journals
Informal writing samples (Informal Folder Profile)

[]5. Spontaneous written language simplistic or poor in comparison with spoken language

Assessment Instruments:

Writing samples

Journals
Informal writing samples (Informal Folder Profile)

[] 6. Poor organization and mechanics in spontaneous written language

Assessment Instruments:

Writing samples

Journals
Informal writing samples (Informal Folder Profile)

SIGNATURES

______

Screening Specialist / Date

______

SBLC/504 Chairperson / Date

Copy:Section 504 Coordinator, Act 1120 Screening Folder and/or Tracking Folder