This chart from Understood provides a good overview for understanding the differences between a private, clinical diagnosis and a school’s educational evaluation results.
EXCERPT: What also makes dyslexia hard to spot is that many kids are savvy at masking their struggles, says Laura Bailet, Ph.D., a school psychologist in Jacksonville, FL. For instance, they’ll memorize short books or use illustrations as clues. “Dyslexia is an unexpected difficulty,” Dr. Shaywitz notes. “That’s the paradox of the condition: Kids can be strong critical thinkers and problem-solvers and also dyslexic.”
A thorough article on DIBELS, written by the publisher of the assessment.
Another post from the University of Michigan’s Dyslexia Help website.
An overview of the evaluation process provided by Understood.org. A good read for any parent considering the evaluation process.
A thorough article from the University of Michigan’s Dyslexia Help website. A good read for any parent considering the evaluation process.
Comprehensive list of tests provided by the University of Michigan’s Dyslexia Help website.
Warning sign sheet provided on Susan Barton’s website.
An article by the Dyslexia Training Institute about the important of appropriate intervention for students who are identified as dyslexic.
A thoughtful article on an important topic, especially given that Park City’s “Reading Plan” is to eliminate most reading & ELA specialists and aides over the next year. “Inclusion need not be exclusive of students receiving instruction from professionals who have specialized knowledge on teaching methods that meet their unique learning needs.”
Another article on the importance of early screening and intervention.
“Waiting until a child is in third grade or later before identifying dyslexia is no longer acceptable, researchers say. A new study shows that a large reading achievement gap between dyslexic and typical children is already present by first grade, but early effective intervention at the beginning of school can narrow or even close it.”
“For the study, published in the Journal of Pediatrics, researchers conducted a longitudinal study of reading from first grade to 12th grade and beyond and found that as early as ﬁrst grade, compared with typical readers, dyslexic readers had lower reading scores. Further, their trajectories over time never converge with those of typical readers.”
This is a quick, important read for every parent. Dyslexia is hereditary and this article is an honest look at one family’s hidden history.
Sue Hegland answers questions as part of the Argus Leader’s ongoing series, Reading Between the Lines. Excerpt below.
Explain the connection between teaching kids to read and teaching them to write.
When we talk about improving reading, we should be including spelling and writing in the conversation.
Many students learn how to extract meaning from text using clues other than the actual spelling of the words, and become decent readers using their intelligence and strategies for comprehension, but these students are never able to read and write to their potential.
Spelling is the canary in the coal mine in terms of identifying students who are struggling with literacy.
“It is now 2015 and it is time for educators to stop looking the other way, to stop saying “she is fine enough” “he is meeting grade expected levels,” and “your child is doing much better than other kids with problems” and for students with real and legitimate diagnoses of ADHD, dyslexia, dysgraphia, auditory processing disorder, sensory processing disorder, or autistic spectrum disorder to receive the evaluations and ultimately the educational help they qualify for.”
An overview of common tests used to assess a student’s reading, writing, spelling and math skills.