Day 3 Report Writing & Interpretation Dr. Criselda Alvarado---Karin Marshall 1

Day 3

Report Writing & Interpretation

Dr. Criselda Alvarado---Karin Marshall 1

“I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.”

“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”

“Attitude is a little thing that makes a big difference.”

"Continuous effort, not strength or intelligence is the key to unlocking our potential“ -Winston Churchill

“Difficulties mastered are opportunities won. ”

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More to know: The impact of socio-economic factors on languagelearning D

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Oral Language Development

From age 3 onward [a child] should build a vocabulary store of at least 2,500 words per year. [He/she] should encounter and explore at least 2 new words each day.

Roskos, Tabors, & Lenhart (2004), p. 1.

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Biemiller, 2001

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Studies, that have examined the relation between language development and socio economic status, reveal that socio economic status has dramatic effects on cumulative vocabulary development. (Hart and Risley, 1995)

Having data related to socio economic status may help in determining whether the student’s struggles with reading are due to a lack of opportunity or a reading disability, including dyslexia.

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Poverty Rates by Race/Ethnicity & Linguistic Diversity

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Location White Black Hispanic Other Total

United States

13% 35% 33% 22% 20%

Texas 12% 29% 33% 14% 23%

ELL students are more likely to live in a low-income household: in 2007, 66% of ELLs had a family income below 200% of the federal poverty level, compared to 37% of non-ELL Hispanic youths. EPE Research Center. (2009). Analysis

of the U.S. Census Bureau’s American Community Survey (2005-2007). Dr. Criselda Alvarado---Karin

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State Regs


• Texas Education Code (TEC) §38.003

• defines dyslexia and related disorders,

• mandates testing students for dyslexia,

• providing instruction for students with dyslexia, and

• gives the State Board of Education (SBOE) authority to adopt rules and standards for administering testing and instruction.

• TEC §7.028(b) relegates the responsibility for school compliance with the requirements for state educational programs to the local school board.

• Chapter 19 of the Texas Administrative Code (TAC) §74.28 outlines the responsibilities of districts and charter schools in the delivery of services to students with dyslexia.

• The Rehabilitation Act of 1973, §504, establishes assessment and evaluation standards and procedures for students (34 C.F.R. Part 104).

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The new legislation includes the following:

•• TEC §21.044(c)(2) outlines the curriculum requirement for institutions of higher education for teacher preparation to include the characteristics of dyslexia, identification of dyslexia, and multisensory strategies for teaching students with dyslexia.

••TEC §21.054(b) and TAC §232.11 mandate continuing education requirements for educators who teach students with dyslexia.

•TEC §28.021(b) establishes guidelines to districts based on best practices when considering factors for promotion and the student identified with dyslexia. 11

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• TEC §38.003(b-1) (specific to K-12) and TEC §51.9701 (specific to institutions of higher education) both mandate that a student identified with dyslexia may not be retested for dyslexia for the purpose of reassessing that student’s need for accommodations until the district/institution of higher education reevaluates the information obtained from previous testing of the student.

• TEC §38.0031 establishes the online technology tool for students identified with dyslexia.

• TEC §42.006(a-1) mandates the collection of data for �students identified with dyslexia to be reported in the Public Education Information Management System (PEIMS).

• TEC §230.23 requires TEA to provide accommodations �for persons with dyslexia who take licensing examinations.

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How is word reading achieved? How is it tested?

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How is word reading achieved? How is it tested?

• The learning of grapheme-phoneme correspondences (phonics)

• “Sounding-out” these correspondences and recombining them into a word (word decoding)

• Learning to recognize the printed word without the need to sound it out (sight word reading)

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And then there is …

•Fluency• how rapidly a reader can access its

phonological or visual form to recognize a printed word.

Does reading involve only word reading? Does it involve only recognizing a printed word?No. Real reading includes comprehension of what is read.

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Word Reading(Mechanics: Phonics,

Sight Words, & Fluency)

LanguageComprehension

Reading Comprehensio

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But for reading comprehension, you must also add language comprehension

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Cognitive Skills in Reading

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The cognitive processes in learning to read include:

• The learning of grapheme-phoneme correspondences (phonics)

• “Sounding-out” these correspondences and recombining them into a word (word decoding)

• Learning to recognize the printed word without the need to sound it out (sight word reading)

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• Fluency• how rapidly a reader can recognize a printed

word and access its phonological form

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Word Reading(Mechanics)

LanguageComprehension

Reading Comprehensio

n

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For reading comprehension, add

language comprehension

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Deficits & Circumstances Leading to Reading Difficulties

Oral Language DeficitsLinguistic DiversitySocioeconomic IssuesLanguage Delays

Specific Reading DisabilityDeficit in Auditory Processing

DyslexiaPhonological processing deficitCognitive fluency deficit

Central Auditory Processing Disorder

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Testing Students who are ELLs for Dyslexia

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Reminder of the Basic Differences Between English and the Spanish

Reading Process Phonetic approach to reading is utilized almost

exclusively in Spanish. Five vowel phonemes and graphemes are taught first. Consonant phonemes and graphemes are taught a few at

a time. Consonant phonemes and graphemes do not have to be all taught before beginning reading words and full sentences occurs.

Knowing the letter names are not necessary for reading. Emphasis in Spanish is given to the syllable, not the

individual phoneme. Rhyming is not an important component to reading since

word families are not part of the reading process.

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Evaluation profiles change

Because of differences between writing systems, the measurement models used to identify dyslexia should not merely be adapted by changing the language of the measurement tools. For example, testing Spanish dyslexia, instead of English dyslexia, cannot be appropriately accomplished by simply administering the same kinds of tests in Spanish as would be given in English. The profiles often used in identifying the characteristics of dyslexia may also need to be altered because these characteristics may have changed.

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General Principals in Interpreting Test Results

1. The examiner looks at within language differences across different abilities to help determine if the student’s evaluation profile implies dyslexia or a language difference issue. For example, the examiner would compare Listening Comprehension, Reading Comprehension, Phonological Processing, etc. within the same language, not across different languages.

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2. The examiner may want to compare the student’s functioning in both English and Spanish in a particular skill area. For example, by comparing English and Spanish oral language functioning, the examiner will have a good picture of the student’s proficiency levels in each of the languages and the examiner can compare these proficiency levels to determine dominance. Testing of phonological skills in the student’s two languages may also provide the examiner valuable information about the student’s abilities and of dyslexia.

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3. The examiner takes into account if there has been a disparity between the student’s preferred or dominant language and the language of reading and writing instruction. Many students are being taught to read and write in their weak language or in a language they simply do not speak. Because of this disparity between the student’s stronger oral language skills and language of instruction, testing for dyslexia requires thoughtful selection of the language of the tests to be administered and careful interpretation of test results.

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4. When a bilingual student has dyslexia, the characteristics of dyslexia must be manifested in both languages. A student with dyslexic-looking characteristics in one language, but not in the other; should not be considered as having dyslexia. However, because of the transparency of Spanish, it is possible that a Spanish native speaker with dyslexia can develop the necessary strategies over time to prevail over the characteristics of dyslexia in order to achieve age-appropriate Spanish reading and writing skills. This same student, however, may not be able to surmount those same obstacles when faced with the numerous irregularities of reading and writing in English. The student, can be said to, exhibit characteristics of dyslexia in both languages.

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Study Dyslexia Handbook29


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Questions What is dyslexia? How do we identify dyslexia? Does dyslexia exist in all languages or is it distinctive to those languages

with poor grapheme-phoneme correspondence? Is the reading process is different across languages? If dyslexia is universal, but the reading process is different across

languages, how is dyslexia manifested differently from one orthographic system to another?

What tests can be used to identify dyslexia in ELLs? How is dyslexia in bilingual students identified? How is the report written? How can you tell if the student’s reading difficulties are due to language

differences or dyslexia? What interventions are appropriate for ELL students with dyslexia?

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A Book Worth Reading Overcoming Dyslexia: A New and Complete

Science-Based Program for Reading Problems at Any Level

Sally Shaywitz, M.D.


Documents

Day 3 Report Writing & Interpretation Dr. Criselda Alvarado---Karin Marshall 1