Dyslexia and Phonological Processing July 2017 Dyslexia and Phonological Processing Richard Wagner, Florida State University and the Florida Center for Reading Research Dyslexia and Phonological Processing Sponsored By:
Dyslexia and Phonological Processing July 2017
DyslexiaandPhonologicalProcessing
RichardWagner,FloridaStateUniversityandtheFloridaCenterforReadingResearch
Dyslexia and Phonological ProcessingSponsored By:
Dyslexia and Phonological Processing July 2017
Dyslexia and Phonological Processing – Non Technical Webinar
https://phonologicalprocessing.eventbrite.com
CA Education Code 56334
Dr. Richard Wagner, Ph.D. Biographic Summary
• Robert O. Lawton Distinguished Research Professor of Psychology and the W.
Russell and Eugenia Morcom Chair at Florida State University.
• Co-founder and a current Associate Director of the Florida Center for Reading
Research.
• Ph.D. in cognitive psychology from Yale University in 1985.
• Principal Investigator of a Multidisciplinary Learning Disability Center funded by
the National Institute of Child Health and Human Development (NICHD)
• Co-author of tests that are commonly used in evaluating children for dyslexia and
other learning disability including:
Comprehensive Test of Phonological Processing (CTOPP-2),
Test of Word Reading Efficiency (TOWRE-2),
Test of Preschool Early Literacy (TOPEL).
Dyslexia and Phonological Processing July 2017
Overview
• Briefreviewofdyslexia.• Phonologicalprocessinganditsrelationtodyslexia.• HowtousetheCTOPP-2toassessphonologicalprocessing.
• Administrationandscoring.• Interpretingresults.
• Somefrequentlyaskedquestions.
BriefReviewofDyslexia
Dyslexia and Phonological Processing July 2017
What“Dyslexic”ReadingLooksLike
• Thehallmarkcharacteristicsoftheword-levelreadingproblemare:• Aninabilitytosoundoutnewwords.
• Newwordsrequiresoundingoutorbyanalogytootherknownwords.• Asmallpoolofwordsreadautomatically.
• Typicalreadersrecognizealargepoolofwordswithlittleconsciouseffort.
LookatButDon’tReadtheFollowingWord
Dyslexia and Phonological Processing July 2017
LookatButDon’tReadtheFollowingWord
•horseradish
LookatButDon’tReadtheFollowingWord
Dyslexia and Phonological Processing July 2017
LookatButDon’tReadtheFollowingWord
•hovolupshim
PoorSpellingandWriting
• Spellingandwritingmayevenbemoreaffectedthanreadingis.
Dyslexia and Phonological Processing July 2017
PoorComprehension
• Readingcomprehensionmaybepoor,butaby-productofnotbeingabletoreadthewordsonthepage.
• Overtime,however,thelimitedinformationcomingthroughthereadingchannelcanalsoaffectcomprehension.
DyslexiaisDimensional
• Continuumexistsfromhavingonlyaminorproblemtoaverysevereproblem.
Dyslexia and Phonological Processing July 2017
OriginsofDyslexia
• Majorbreakthroughwasthediscoverythatdyslexiaisduetoaprobleminlanguage notinvision.
OriginsofDyslexia
• Dyslexiarunsinfamilies.• Afamilyhistoryofreadingproblemsisassociatedwitha4timesgreaterriskofdyslexia.
Dyslexia and Phonological Processing July 2017
OriginsofDyslexia
• Dyslexiaoccursinbothmalesandfemalesbutmalesareabouttwiceaslikelytohaveasevereproblemthanarefemales.
DyslexiaRarelyOccursAlone
• Co-occurringconditionsaretheruleratherthantheexception.• CommononesincludedADHD,dysgraphia,dyscalculia,poorspellingandwriting,andahistoryofearlyspeechorlanguageproblems.
Dyslexia and Phonological Processing July 2017
PhonologicalProcessinganditsRelationtoDyslexia
PhonologicalProcessing
• Phonologicalprocessingreferstousingspeechsoundsforcodinginformationwhenreading,listening,andspeaking.1
• PhonologicalcomesfromtheGreekwordphonewithmeanssoundorvoice.
Dyslexia and Phonological Processing July 2017
ThreeKindsofReading-RelatedPhonologicalProcessing2
PhonologicalAwareness
• Awarenessofandaccesstothesoundstructureorphonologyofone’slanguage.
Dyslexia and Phonological Processing July 2017
PhonologicalAwareness
• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?
PhonologicalAwareness
• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?
• Identicalmiddleandendingsounds.• Differentbeginningsounds.
Dyslexia and Phonological Processing July 2017
PhonologicalAwareness
• Ifyoucanhearhowtheyarethesameanddifferent,theirspellingsmakesense.
• Differentfirstletter,samemiddleandfinalletters.• cap• map• tap
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)
Dyslexia and Phonological Processing July 2017
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
Dyslexia and Phonological Processing July 2017
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
• 4.phonemeswithinrimes(e.g.fromentoe-n)
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
• 4.phonemeswithinrimes(e.g.fromentoe-n)• 5.phonemeswithinconsonantclusters(e.g,fromstr tos-t-r).
Dyslexia and Phonological Processing July 2017
PhonologicalAwarenessPlaysCausalRoleinLearningtoRead
• Toachildwhocanhearsimilaritiesanddifferencesamong“cap,”“map,”and“tap,”theirspellings(cap,map,tap)aresensible.
• Impairedphonologicalawarenessisacommoncharacteristicofindividualswithdyslexia.
PhonologicalAwarenesscanbeTaught andTrained
• Trainingphonologicalawarenessearlycanpreventoratleastmitigatetheseverityoflaterword-levelreadingproblems.
• Earlyidentificationiscriticaltoprevention.
Dyslexia and Phonological Processing July 2017
PhonologicalMemory
• Phonologicalmemoryreferstocodinginformationphonologicallyfortemporarystorageinshort-termmemory.
• Ifyoutrytorememberanumberorsomeone’snameyoujustheardyoumostlikelywillbeusingphonologicalmemory.
• Youdothesameforsoundsthatmakeupthepronunciationofthewordsyouread.
Phonological Memory
• Mostimportantpartofphonologicalmemoryisthephonologicalloop,whichinturncomprisestwoparts:
• 1.phonologicalstore—likeatape-recordingloopthatretainsthemostrecent2secondsofauditoryinformationthathasbeenrecorded.
• 2.articulatorycontrolprocess—providesinputtoandcanrefreshcontentsofphonologicalstore,extendingtimeinformationcanbeheld.
Dyslexia and Phonological Processing July 2017
AssessingPhonologicalMemory forEarlyIdentification
• Preschoolagechildrencan’tdophonologicalawareness tasksthatrequireaccesstophonemes(e.g.,say“bat”without/b/),butcandoaversionwithlargerunits.
• Say“starfish.”• Nowsay“starfish”without“star.”• “fish”
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”
Dyslexia and Phonological Processing July 2017
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”
Dyslexia and Phonological Processing July 2017
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”• Child:“Doorbellwithoutbell”
PhonologicalMemoryTasksareCognitivelySimple
• Justinvolvesrepeatingwhatyouhear.• Nonwordrepetition, aphonologicalmemorytask,hasbeenusedinchildrenasyoungas2.
Dyslexia and Phonological Processing July 2017
OverlapBetweenPhonologicalAwarenessandPhonologicalMemoryforPrereaders
• Beforechildrenlearntoread,phonologicalawarenesstasksandphonologicalmemorytasksareactuallytappingtheidenticalunderlyingphonologicalability.
• Mostlikelyqualityofphonologicalrepresentations.
RapidNaming
• Rapidnamingofdigits,letters,objects,orcolorsrequiresretrievingphonologicalinformation(thepronunciationsoftheirnames)frompermanentmemory.
• Thisretrievalprocessisalsousedwhenretrievingpronunciationsofwordsorpartsofwordswhenyoureadthem.
Dyslexia and Phonological Processing July 2017
RapidNaming
• Itmatterswhatyouareaskedtonamerapidly.Oneprimarydistinction:
• Symbolsthatareusedinone’swritingsystemsuchaslettersanddigits.• Non-symbolicitemsthatarenotusedinone’swritingsystemsuchasobjectsorcolors.
Summary
• Dyslexiaresultsfromasubtleprobleminlanguage,notinvision.• Thelanguagesysteminvolvedinthephonologicalsystem.• Threekindsofphonologicalprocessingimportantforreading:phonologicalawareness,phonologicalmemory,andrapidnaming.
Dyslexia and Phonological Processing July 2017
AssessingPhonologicalProcessingwiththeCTOPP-22
Dyslexia and Phonological Processing July 2017
Dyslexia and Phonological Processing July 2017
Dyslexia and Phonological Processing July 2017
DifferencesbetweentheCTOPPandCTOPP-2
• 1.Newnorms.• 2.Floorloweredwithadditionofmorebasicitems.Nowgoesdowntoage4.
• 3.Phonemeisolationaddedasnewphonologicalawarenesssubtest.• 4.Addedrapidnamingofdigitsandobjectsto4-6year-oldversion,givingmeasuresofsymbolicandnon-symbolicnaming.
TheThreeKindsofReading-RelatedPhonologicalProcessingareAssessedbytheCTOPP-2
Dyslexia and Phonological Processing July 2017
FourPrimaryUsesofCTOPP-2
• 1.Identifyindividualswhoaredeficientinphonologicalprocessing.• 2.Identifyindividualstrengthsandweaknesses.• 3.Evaluateprogressinresponsetoremediationofphonologicalawarenessdeficits
• 4.Asameasureforuseinresearch.
WhoCanAdministertheCTOPP-2?
• Requiresformaltraininginassessment.• Supervisedpracticeintestadministrationishighlydesirable.
• Collegecoursesandworkshopsarewaystoacquiretheseskills.
• Mostexaminershavebackgroundsinschoolpsychology,speechpathology,specialeducation,orarereadingspecialists.
Dyslexia and Phonological Processing July 2017
AdministrationGuidelines
• Appropriate forindividuals4-0to24-11inagewhocanunderstanddirections.
• Theentirecorebatterytakesabout30minutestoadminister.
AdministrationGuidelines
• Subtestsshouldbeadministeredintheordertheyappearintherecordform.
• Ifyouadministerselectedsubtests,dothemintheordertheyappear.
• Twoversionsareprovided,onefor4– 6year-oldsandonefor7—24.
Dyslexia and Phonological Processing July 2017
AdministrationGuidelines
• Ceilingsareprovided.• Ifitemsareaccidentallyadministeredbeyondtheceiling,nocreditisgivenfortheaboveceilingitemsevenifoneormoreisansweredcorrectly.
• Followgoodtestingpractices.SeemanualforsuggestionsspecifictotheCTOPP-2.
MaterialsNeeded
• ExaminerRecordBooklet,PictureBook,CD,deviceforplayingCD,stopwatch,sharpenedpencilwitheraser.
Dyslexia and Phonological Processing July 2017
CTOPP-2SubtestsandComposites:4- to6-Year-Old
PhonologicalAwarenessCompositeSubtests(4to6-year-oldversion)
Dyslexia and Phonological Processing July 2017
Elision
• Youareaskedtosayawordafterdroppingoutpartofit.Forexample:
• Say“cowboy”withoutsaying“cow”(Correctansweris“boy.”)• Say“grain”withoutsaying“n.”(Correctansweris“gray.”)
Elision
• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.• Notethattheprogressionofitemstypesfollowsthedevelopmentalprogressionnotedearlier.
Dyslexia and Phonological Processing July 2017
BlendingWords
• Spokenwordsarepresentedinpartsthatmustbeblendedtogethertoformaword.Forexample:
• Youwillhearawordonepartatatime.Listencarefullyandputthesoundstogethertomakeawholeword:/m//oo//s/(“moose”).
BlendingWords
• NeedCoreCD,anddevicetoplaytracks1-33.• Ifchildasksforitemtoberepeated,onerepetitionispermittedperitem.
• Foritems1-12,ifchildsayssoundsseparately(e.g.,“m-e”ratherthan“me,”say“Trytosaythesoundsalltogetherasarealword.”
Dyslexia and Phonological Processing July 2017
SoundMatching
• Thetaskistoidentifyawordthatbeginswiththesamesoundasatargetword.Lateritchangestoidentifythewordthatendswiththesamesoundasthetargetword.Forexample:
• Whichwordstartswiththesamesoundas“soap?”“ripe”“toast”or“sand.”(“sand”)
SoundMatching
• Needpicturebook.• Twoparts:firstsoundandlastsound.• Forallitems,pause1secondaftersayingthetargetbeforesayingthe3alternatives.
• Pointtopicturesasnamesarepronounced.• Childmaypointtoorsayanswer.• Itemscanberepeatedonceifchildappearstoforgetnamesgiventopictures.
Dyslexia and Phonological Processing July 2017
CTOPP-2SubtestsandComposites:7- to24-Year-Old
PhonemeIsolation
• Thetaskistosayapartofawordthatrepresentsthe1st,2nd,3rd,or4th soundinaword.Forexample:
• Whatisthesecondsoundintheword“witch?”(correctansweris/i/).
Dyslexia and Phonological Processing July 2017
PhonemeIsolation
• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.
AlternatePhonologicalAwarenessCompositeScore
• Forchildrenandadultsage7through24only.• ItconsistsofBlendingNonwords andSegmentingNonwords andcanbeusedtoverifyaprobleminphonologicalawareness.
Dyslexia and Phonological Processing July 2017
BlendingNonwords
• NeedSupplementalSubtestCDtracks1-31.• Youmayreplayanitemonetimeifexamineeasksyoutoorgivesnoresponse.
• Foritems1-12,giveprompt“Trytosaythesoundsalltogether”ifexamineerepeatssoundsseparately.
SegmentingNonwords
• NeedSupplementalSubtestCDtracks32-64.• Repeatanitemiftheexamineemispronouncesawordoraskstohearitagain.
• Promptwith“Nowsay____onesoundatatime”iftheexamineeforgetsto.
Dyslexia and Phonological Processing July 2017
PhonologicalMemoryCompositeScore
• Forallchildrenandadults,thephonologicalmemorycompositescoreconsistsofMemoryforDigitsandNonword Repetition.
MemoryforDigits
• Thetaskistolistentoastringofdigitsthenrepeatthembackinthecorrectorder.Forexample:
• “3859472”
Dyslexia and Phonological Processing July 2017
MemoryforDigits
• NeedCoreCD,anddevicetoplaytracks34-63.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Foritems1-4,ifchildmakesanerror,countitemasincorrectbutgivecorrectanswer.
Nonword Repetition
• Thetaskistolistentononwords andsaythemexactlyastheyareheard.Forexample:
• Listentothismade-upwordthensayitexactlyasyouhearit:“vootusoaf.”
Dyslexia and Phonological Processing July 2017
Nonword Repetition
• NeedCoreCD,anddevicetoplaytracks64-96.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Payattentiontofeedbackgivenonitems1– 9.
RapidNamingCompositeScores
• Forchildrenage4to6,therearetworapidnamingcompositescores:• RapidSymbolicNaming• RapidNon-SymbolicNaming
• Forchildrenandadultsage7to24,theonlyrapidnamingcompositescoreisRapidSymbolicNaming.
Dyslexia and Phonological Processing July 2017
RapidSymbolicNaming
• RapidLetterNamingrequiresletterspresentedinrowsasquicklyandaccuratelyasonecan.RapidDigitNamingissimilarexceptthatdigitsratherthanlettersarenamed.
RapidDigitandRapidLetterNaming
• NeedstopwatchandPictureBooklet.• Recordnumberofsecondstonameallnumbersonform.• Ifexamineehesitatesfor2seconds,markitasincorrectandpointtonextitemandsaygoon.
• Iflineisskipped,redirectexamineetoskippedline.
Dyslexia and Phonological Processing July 2017
RapidNon-SymbolicNaming
• RapidColorNamingrequiresnamingcolorsasquicklyandaccuratelyasonecan.RapidObjectNamingisthesamebutcommonobjectsarenamedinsteadofcolors.
RapidColorNamingandRapidObjectNaming
• NeedstopwatchandPictureBook• Promptexamineewiththenextitemifheorshehesitatesformorethan2seconds.
• Iflineisskipped,redirecttoskippedline.
Dyslexia and Phonological Processing July 2017
ComprehensiveTestofPhonologicalProcessing-2
ScoringandInterpretation
TypesofScores
• Rawscores—scoresearnedonthesubtests.• Ageequivalents—identifiesageatwhichperformancewouldbeaverage.
• Gradeequivalents—identifiesgradeatwhichperformancewouldbeaverage.
• Ageandgradeequivalentsarenotrecommendedforusebecauseofcommonmisinterpretations.
Dyslexia and Phonological Processing July 2017
TypesofScores
•Percentileranks—indicatesthepercentageofthenormativedistributionthatscoredatorbelowtheexaminee’sscore.
•Subtestscaledscores—standardscorewithameanof10andastandarddeviationof3.
•Compositescores—standardscoreswithameanof100andastandarddeviationof15.
TypesofScores
• Developmentalscore—anequalintervaldevelopmentalscaleusefulforexaminingabsolutechangesinperformanceovertime.
• Whatthismeansisthatthedifferencebetween50and100isexactlythesameasthedifferencebetween100and150.
• Thismakesthedevelopmentalscoreusefulformonitoringprogressinresponsetointervention(RTI).
Dyslexia and Phonological Processing July 2017
SomeGeneralRecommendations
•Compositescoresarepreferredoversubtestscoresbecausetheyaremorereliable.TheyarethemostusefulscoresontheCTOPP-2.
•Forsubtests,standardscoresareusedtocompareascoretothenormativesample;developmentalscoresareusedtomeasurechangeinabsoluteperformance.
CompositesScores
•Compositescoresareavailableforeachofthethreekindsofreading-relatedphonologicalprocesses.
• PhonologicalAwareness(andAlternatePhonologicalAwarenessforthe7-to-24ageform),PhonologicalMemory&RapidNaming
• Theyarecombinationsofindividualsubtests.
Dyslexia and Phonological Processing July 2017
InterpretingCompositesScores
• 130+ VerySuperior• 121-130 Superior• 111-120 AboveAverage• 90-110 Average• 80-89 BelowAverage• 70-79 Poor• 70- VeryPoor
SubtestScaledScores
• Astandardscorethatisidenticalforeachsubtestmakingitpossibletocompareperformanceacrossdifferentsubtests.
• Theaveragesubtestscaledscoreis10.
Dyslexia and Phonological Processing July 2017
InterpretingSubtestScaledScores
• 17-20 VerySuperior• 15-16 Superior• 13-14 AboveAverage• 8-12 Average• 6-7 BelowAverage• 4-5 Poor• 1-3 VeryPoor
Dyslexia and Phonological Processing July 2017
IdentifyingInformationSection
ScoreReportingSection
Dyslexia and Phonological Processing July 2017
ScoreInterpretation:RawScores
• Howmanyitemswerecorrectforeachsubtest.
• Notverymeaningfulforcomparingsubtestsbecausetheyhavedifferentnumbersofitems.
AgeandGradeEquivalents
• Thesearetheageandgradethatthescorewouldbeaveragefor.
• Asmentionedpreviously,theyareeasilymisinterpreted.Bestnottousethem.
Dyslexia and Phonological Processing July 2017
ScaledScores
• Thesearethebestscorestocompareperformanceondifferentsubtests.
PercentileRanks
• %ile RanksshowthatJoshua’sscoresareonlybetterthanorequaltothebottom8to21percentofhispeers.
Dyslexia and Phonological Processing July 2017
CompositeScores
• Thecompositescoresandtheirdescriptivetermsfollow.
• Joshuaisbelowaverageorpoorineveryareaofphonologicalprocessing.
CompositeScoreDiscrepancyAnalyses
• Aretwocompositescoresdifferentstatistically?
• Aretwocompositescoresdifferentclinically?
Dyslexia and Phonological Processing July 2017
StatisticallySignificantDiscrepancies2
ClinicallySignificantDiscrepancies(4-6-year-old)2
Dyslexia and Phonological Processing July 2017
ClinicallySignificantDiscrepancies(7-24-year-old)2
FrequentlyAskedQuestions
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• WhenshouldIgivethesupplementalsubtests?• Toconfirmthepresenceofaphonologicalprocessingdeficit.• Especiallyusefulforexamineeswithwell-developedvocabularieswhoseperformanceonword-basedphonologicalawarenesstasksmaybeinflatedbytheirvocabulary.
FrequentlyAskedQuestions
• CanIdiagnosedyslexiafromtheCTOPP-2alone?• Nosingleassessmentcandothis.
• TheCTOPP-2isusedtoassessphonologicalprocessing.• Adeficitinphonologicalprocessingisahallmarkofdyslexia,butisnotsufficientbyitself.
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CanIdiagnosedyslexiafromtheCTOPP-2alone?(cont.)• Otherthingsareimportanttoassess:
• Unexpectedlypoorreading,familyhistory,poorresponsetoeffectiveintervention,andexclusionarycriteria(e.g.,missedvisualacuityproblem,limitedopportunitytolearnbecauseofextensiveabsences).
FrequentlyAskedQuestions
• Isadeficitinanyofthe3composites(PhonologicalAwareness,PhonologicalMemory,andRapidNaming)apotentialcauseofdyslexia?
• Yes.Eachofthethreekindsofphonologicalprocessingisrelatedtoandimportantforreading.
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CananindividualhavedyslexiaandnotscorepoorlyontheCTOPP-2?• Yes,especiallyifalotofinterventiononphonologicalprocessinghasbeengiven.
• Thisismorecommonforphonologicalawarenessthanforphonologicalmemoryorrapidnaming,andmorecommonforindividualsubteststhanforcompositescores.
FrequentlyAskedQuestions
• Whatis“double-deficit”dyslexia?• Itreferstobeingbelowaverageinboththephonologicalawarenessandrapidnamingcompositescores.(Whetheritisaseparateconditionorjustanindicationofverylowphonologicalprocessingisamatterofcontroversy.)
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• IfanindividualscoresintheaveragerangeontheCTOPP-2butwellaboveaverageinIQorlanguagemeasures,wouldthisbeanindicationofaphonologicalprocessingproblem.
• Yesbecausephonologicalprocessingisimpairedrelativetoperformanceinotherareas.
FrequentlyAskedQuestions
• CanpoorperformanceontheCTOPP-2beduetoinattentionandnotpoorphonologicalprocessing?
• Probablynot.Problemsinattentionandinphonologicalprocessingcommonlyco-occur,andbotharepredictorsofdyslexia.InattentiondoesnotexplainpoorperformanceontheCTOPP-2formostindividuals.
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• Whatifthereislargerangebetweenthesubtestscoreswithinagivencompositescore?Wouldthatindicatetheneedforfurtherassessment?
• Itwouldsuggesttheneedforfurtherassessment.Perhapsthestudentdidnotunderstandoneofthetasks.
FrequentlyAskedQuestions
• Canachildhavealanguagedisordersuchasspecificlanguageimpairmentanddyslexia?Ifso,whatwouldthatlooklike?
• Yes.Whatyouwouldexpecttoseeisanimpairmentinphonologicalprocessingandinreadingthatisgreaterthanthemagnitudeofthespecificlanguageimpairment.
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CantheCTOPP-2beusedtomeasureresponsetointervention?• Thedevelopmentalscoresprovideanequalintervalscalethatisusefulformeasuringlonger-termresponsetointervention.
• Longer-termbecausetheCTOPP-2shouldnotbegivenmorefrequentlythanannuallytoavoidpracticeeffects.
FrequentlyAskedQuestions
• DoesnotusingtheaudioCDvalidatetheadministrationoftheCTOPP-2?
• TheaudioCDshouldbeusedforseveralreasons.• Itprovidesastandardizedassessment.• Itwasusedforthenormativesample.• Verballypresentingtheitemsgivesexamineeswhowatchanexaminer’smouthcluesthatwerenotavailabletothenormativesample.
Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• Whichcompositesshouldimprovewithintervention?• Interventionismoresuccessfulfordeficitsinphonologicalawarenessthanforphonologicalmemoryorrapidnaming.
HaveaQuestionyouNeedAnswered?
References• 1 Wagner,R.K.,&Torgesen,J.K.(1987).Thenatureofphonologicalprocessinganditscausalrelationswithreading.PsychologicalBulletin,101,192-212.
• 2Wagner,R.K.,Torgesen,J.K.,Rashotte,C.A.,&Pearson,N.A.(2013).ComprehensiveTestofPhonologicalProcessing (2nd ed.).Austin,TX:Pro-Ed.
Dyslexia and Phonological Processing July 2017
Thank you to our Presenter and Sponsors
Florida Center for Reading Research - www.fcrr.org
Florida State University - www.fsu.edu
Decoding Dyslexia CA www.decodingdyslexiaca.org
CA Association of School Psychologists www.casponline.org
CARS+ www.carsplus.org
© Copyright 2017, Dr. Richard Wagner. Dr. Wagner encourages the
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