Dyslexia Screening Guidance: MASE Best Practices · 2019-05-20 · characteristics of dyslexia. To identify gaps in skills and level of intervention A. Previously collected data from

DyslexiaScreeningGuidance:MASEBestPractices

VictoriaWeinberg,SLDSpecialistandAmySchulting,DyslexiaSpecialist

May17,2019

WhyDyslexiaIdentification?WhyNow?

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Over42stateshavepassedlegislationrelatedtodyslexia.MNStatutesrelatedtodyslexiainclude:

•  Dyslexiadefinedinstatute,MN.Statute125A.01

•  DyslexiaSpecialistatMDE,MN.Statute120B.122

•  ReadWellNoLaterthanGrade3,MN.Statute120B.12

•  AlternativeInstructionPriortoEvaluationforSpecialEducation,MN.Statute125A.56

Let‘sReview:HowLearnersLearntoRead

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Muchofthefollowingcontentispresentedinitsentiretythrough

LanguageEssentialsforTeachersofReadingandSpelling(LETRS)®training.

Thisisnotareplacementfortraining!

SkilledReadingRequiresIntegrationofManySkills

WithPermissionVoyagerSoprisLearning,2019

Figure1.9ReadingRope(Scarborough,2001)

SimpleViewofReadingandtheReadingRopeareSame:JustDifferentLevelofDetail

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ReadingIsBoltedonNotPre-wired

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NeuronsaretheTransmitters:Highways

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•  Ofthehundredsoftypesofneuronsimportantarelocalandlong-distanceneurons

•  Neuronsthatfiretogetherwiretogether.

•  Neuronaltanglescanpreventefficienttransmissionofthemessages

ArtisticrenderingofNeuronsbyGregDunn

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HowTheBrainLearnstoReadtotheRequisiteSkills

Figure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)

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GivenData,WeKnowWhattoTeach

Figure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)

Figure2.5TheHourglassFigure,Completed(CourtesyofCarolA.Tolman)

MoreAboutPhonemicAwarenessTasks

AdvancedPhonemicAwareness

•  Deletion-

•  Substitution-

•  Reversal-

Take-a-way

•  AccurateandAutomaticretrievalhappensinunder2seconds.

•  Westopteachingandmeasuringtoosoon(continuethroughgrade4).

•  Ittakesjustminutesaday.

•  Buildssightvocabulary,readinessforspelling.

•  Wecan’tskipforwardintrajectory–nevertooldtomaster.

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References:Kilpatrick,D.(2016).EquippedforReadingSuccess.Kilpatrick,D.(2015).EssentialsofAssessment,Preventing,andOvercomingReadingDifficulties.

Atthispoint,wearegoingtoswitchitupanddoanactivity.

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SimulationActivity.Step1.GetintoyourspecifiedGroupStep2.Whenyouaregiventhecue,youneedto“activate”Step3.Organizeandpreparefor“activation”

Reflection:Whatdidyounoticeinthisactivityabouthow“information”istransmittedacrossthebrain?Whatdidtheexperienceaddtoyourunderstandingaboveseeingthepicturesandhearingtheexplanation?

WithPermissionVoyagerSoprisLearning,2019

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SimpleViewofReadingCanBeOperationalizedandMeasured

1.Canwemeasureaccuracyandautomaticityof:•  Phonologicalawareness?•  Orthography/spelling?•  Phonics?•  Makingsenseofwords?•  Makingsenseoftext?

2.Measurementtellswhattoteachtoimproveoverallperformance.

LETRSFigure1.7TheFour-PartProcessingModelforWordRecognition(basedonSeidenberg&McClelland,1989)

ThereareKidsforWhomReadingMustBeSystematicallyTaught…

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TheCascadeofDyslexia

HowthisRelatestoIdentificationand

Intervention

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ProcessforScreeningandIdentifyingDyslexia

Step1:Screenallstudentswithuniversalscreeners

Step2:Collectadditionaldatatoverifycharacteristics

Step3:Interpretdatatoidentify

studentswithcharacteristicsofdyslexia

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Step1:UniversalScreening

Purpose:Toidentifywhichstudentsarenotlikelytoreadwithingrade-levelbyendofyear.Data:Lookingforscoresbelowcut-off

•  LetterNamingFluency

•  PhonemicAwareness

•  Decoding(RealorNonsense)

•  Oralreadingfluency

Rationale:

1.  Letternamingfluencyandletternameidentificationarecriticalskills

2.  Phonemicawarenessisgreatpredictoruntil2ndgrade

3.  Nonsense/pseudowordfluencycompensatesformemorization

4.  Oralreadingfluencyishighlycorrelatedwithpoordecoding

5/6/19 17McGill-Franzen,A.andAllington,R.(2011).PatternsofReadingDisabilitiesAcrossDevelopment.InHandbookofreadingdisabilityresearchp.162-173.

Step2:CollectAdditionalDiagnosticInformation

Purpose:Toidentifystudentsdemonstratingcharacteristicsofdyslexia.ToidentifygapsinskillsandlevelofinterventionA.PreviouslycollecteddatafromUniversalScreeners

B.New–DiagnosticInformation(triangulatefromeachofthesecategories1)

1.   Assessmentdatasuchas:•  GOMmeasures(AIMS,FAST,DIBELSetc.)•  RapidAutomaticNaming(RAN)2

•  Inventories(PA,phonics,spelling)(whenavailable)

•  Progressmonitoring(whenavailable)

2.Familyandchildhistory(samplestocome)

•  CloserelativehasreadingdifficultiesordiagnosedDyslexia

•  Childhasbeentestedordiagnosisofdyslexia

•  Priorhistoryofservices(ECSE,Speech-Language,tutoring,etc)

3.Classroomdata:

•  Observationsoflearning(checklist,performancenotes,etc.)

5/6/19 181Falsepositive:Astudentwhowasidentifiedat-riskinscreeningbuthasskillsnecessary.Examplescanberelatedtoastudenthavingabadday,errorsinscoring,errorsinadministrationofscreening,overrulingscreeningresults.2Rapidautomaticnamingmeasureisnotvalidifstudentisnotcapableofnamingallthetargetsuntimed.Moreguidancetocome.

TwofunctionsServedbyIntegratingData

IdentifyCharacteristics

IntensifyInstruction:1.  Determineintensityofsupportsneeded

tobeatgradelevel1.  StrengthandDose

2.  Intensityofmethod(explicitness,practice,feedback)

3.  Alignment/Matchtoneededskills

4.  Comprehensiveness

5.  Behaviorsupports

2.  DetermineneedforAudioSupportedtexttogrowmeaningandcontextatindependentlevel

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Step3:“TriangulatingData”

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Thedatawillinformnotonlyreportingofcharacteristicsbutalsotheintensityofinstructionthatwillbeneeded.

CaseExamplesScenario 1.UniversalScreening 2.DiagnosticInformation 3.IdentifyCharacteristics

StudentA

FallofK—5of26letternames,

•  Can’tsegmentsyllablesorID1stletterinname•  Difficultywithletternamingfluency•  Lowphonemicawareness,onset-rimetasks•  RANbelowaveragerange•  ChildHistory:ECSEspeech-languageservices,

full-daypreschool,isrepeatingkindergarten•  Familyhistory:Unclestruggledwithreading

Readingbehaviorsaresimilartothosewithdyslexia.Intensephonemicawarenessinterventionisneeded.

StudentB

FallofK—5of26letternames,

•  Difficultywithletternamingfluency•  Lowphonemicawareness-onset-rimetasks•  ThirdgenerationHmong•  ChildHistory:AttendedECFEclasses1x/week•  FamilyHistory:Noreportedfamilyhistory•  Extensivestorytelling/readinginnativelang.

LimitedpracticewithphonemicawarenesswithEnglishphonemes.Continuewithsupplementalintervention

StudentC 5thGradePoorwordreadingfluency(l00WCM)

•  Nopriorhistorywithservices•  Readingfluencyinstructionatphraseand

sentencelevel•  Highriskindeletion,substitution,manipulation

PAskills•  Spellingvowelteams,digraphsandtrigraphs•  Immediaterecognitionfollowedbyforgetting

Add5-10minutesperdayinphonemicawarenessskills.AddexplicitinstructionandscaffoldsupportsforworkingmemoryintoPAandorthography

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StudentA

InitialProblemStatement:Thestudentshowspersistentdifficultieswithphonemicawarenessskills,letterrecognitionandnaming,syllableidentificationetc.,despiteextensiveinstructioninpre-schoolandkindergarten(5daysofconsecutiveinstructionyieldsinconsistentrecognition).

Givenadditionaldiagnosticdata,familyhistoryandresponsetoinstruction,theschoolisproposingtoconductaninitialevaluationforspecialeducationsimultaneoustomostintensiveinterventionavailableingeneraleducation.

Provideintensiveinstructioninareasofphonemicawarenessduringevaluation.Provideaudiosupportedtexttomaintaingrowthinorallanguage

Statementwouldgointo:PriorWrittenNotice.Gatherdatafrominterventiontoinformnextsteps.

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Noconcernswithoralabilities.

•  LowScoressyllableidentification,

•  Difficultywithonsetandrhyme

•  Forgetting•  PoorRAN

•  LowScoresletterrecognition

•  Poorrecognitionofownname

•  Letterformationslow

StudentB

InitialProblemStatement:TheStudentshowsdifficultiesinthephonemicawareness(onset-rimes)andletternamingfluency.Letterrecognitionandformationisslow.

Duetofamilyhistory,dailyinstructionandpracticeopportunitiesavailableincorereadingcurriculum,andstudent’spositiveresponsetoinstruction,theschoolplanstoprovidedifferentiatedinstructiontosupportphonemicawarenessandphonicsskills.

Additionalinstructioninvocabulary,prepositions,anddramaticplayisrecommendedtobuildEnglishlanguageskills.

Studentwillbemonitoredforprogressinletternaming,phonemicawarenessmovingfromonset-rimesintoblendingandsegmentingbywinter(additionalpracticewithletternamesandphonemicawarenesswillbeprovidedtofamilyforsupport).

Statementwouldgointo:cumulativefolderorwhateverfollowsstudent.Teacherelaboratesondataatnextscreening.

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•  LowScoresletternamingfluency

•  Difficultywithonsetandrime

•  LowScoresletterrecognition

•  Letterformationslow

LimitedpreschoolandEnglishexperience.

StudentC:AidenisinFifthGradeandhasIEPGoalsinReading

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•  Deletion50%accurate50%automatic--significanttimedelay,restartsandself-corrects

•  Substitution20%accurateand0%automatic

•  Addsnewtooldvssubstitute

•  30%onscreener•  Constrainedskills

•  Vowelteams•  Longvowels•  Digraphs/trigraphs

•  Overgeneralizeslimitedknowledgeofspellingrules.

Strongreceptiveandexpressivelanguage,relativelargevocabularySomemistakeswithinferencingfromfigurativelanguage(oral)

ExamplesofDocumentationChangetobethekidfolkssaygivehimtimeitwillclick

InitialProblemStatement:TheStudentshowsdifficultieswithphonicsandpossiblyadvancedphonemicawarenessskills,suchasmanipulationofmiddlesounds.Studenttopracticeidentifyingandspellingallsounds,syllablesandmovingtomorphemesinwords.

Duetoattendancehistoryandresponsetoinstruction,theschoolisproposingtoprovidesupplementalinstructioninunderdevelopedphonicsandadvancedphonemicawarenessskills.Provideinterventiontoimproveattendance.

Studentneedsaudiosupportedtextduringcomprehensioninstructionandforreadingincontentareas.IndependentreadingtimeduringcoreinstructionwillbereplacedwithadditionalphonicsinstructionfocusingonmissingphonemicawarenessandphonicsprovidedinadditiontodifferentiatedCoreinstruction.

Statementwouldgointo:InterventionplanforTier2services.5/6/19 25

DyslexiaCanbeIdentifiedandAddressedatMultiplePoints

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MNStatute125A.56subp.1c.….Interventionmustbemultisensory,systematic,sequential,cumulative,andexplicit…[IntensifiesacrosstheTiers]

Step3.InterpretDataandDefinetheInterventionPlan

• Dowehavedatathattargetswhatwethinkisconstraininggrowth?

• Whatistheappropriatesystematicexplicit,andmulti-sensoryintervention?

• Who,when,andhowoftenwilltheinterventionbedelivered?

• Whatdatawillwegathertomonitorprogress?Needfornextstepplanning?

• Whenwillwereviewprogress?

GradeLevelExpectation

Mostintensive,highfrequency,focused,systematic,explicitinstructioninreadingskillswecanprovide.Maximizeourimpactwithinthedevelopmentalwindow.

Thankyou!VickiWeinberg

[email protected]

[email protected]

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