Which Test to use to learn if it's LD / Dyslexic /
Dygraphia?
If you think your student
has a reading issue make sure you request all five areas of reading, that are
outline in NCLD, “Reading First” Initiative:
- Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension strategies
Example of
the Diagnose tests to be used:
- Comprehensive Test of Phonological Processing (CTOPP), for Phonemic
Awareness.
- Woodcock Reading Mastery Test - Revised (WRMT_R) "Word Attack" (Is a more
in-depth reading decoding assessment, word-level phonetic decoding skills),
for Phonics.
- Gray Oral Reading Test (GORT) measures fluency, accuracy, rate, and
comprehension when the student is reading outloud, for Fluency.
- Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4), for Reading
Comprehension.
- Peabody Picture Vocabulary Test (PPVT), for Vocabulary.
- Other academic assessments:
- Written Language (expressing their thoughts in
writing and how fluent)
- Test of Written Spelling (TWS) for Encoding
(the opposite of Decoding)
- Math (calculations and math
reasoning)
Suggested
tests from the book:
Overcoming Dyslexia: A New and
Complete Science-Based Program for Overcoming Reading Problems at Any
Level
by Sally Shaywitz (2003)
Chapter 11: Diagnosing Dyslexia in
School-Age Child
page 134-135:
(If your school is going to use the The Woodcock
Johnson III (WJ-III))
Dr. Shaywitz suggest the use of
several of the subtests that must be used, they are the ability to read nonsense
words, the WJ-III calls (1.) Word Attack, (2.) Reading Comprehension, and (3.)
Reading Fluency.
To assess all 5 area of reading, include (4.) Reading
Vocabulary and (5.) Sound Awareness subtest, (that is a Phonemic Awareness test)
and also Sound Blending subtest, a Spelling of sounds subtest, and Picture
Vocabulary subtest. Other academic areas to assess: writing, spelling
and math (including writing fluency and math fluency).
Click here to
view the WJ III subtests.
"Dyslexic
readers often do better on test of reading comprehension than on measures that ask them to decode isolated
single words." Beware of the cluster scores: "Broad Reading", is
an averages of several of the reading subtest scores. A high score in
reading comprehension can hide a decoding and reading fluency
problem.
page
135:
The evaluation is looking for a pattern in the test results that point
to dyslexia:
- difficulty reading single words
- particular difficulty decoding nonsense or unfamiliar words
- reading comprehension that is superior to decoding of individual words
- inaccurate and labored oral reading of passages
- trouble reading small function words-that, is, an, for
- slow reading
- poor spelling
page
133:
Dr. Shaywitz recommends a three step evaluation process:
- Establish a reading problem according to age and education
- Gather evidence supporting the unexpectedness of the problem despite
good intellect, motivation, and exposure to reasonable reading instruction;
high learning capability may be determined solely on the basis of education
or professional level of attainment
- Demonstrate evidence of an isolated phonologic weakness (use the CTOPP)
with other higher level language functions relatively unaffected (i.e.,
vocabulary, spoken language, etc..)
(Thanks to Kim in Western Mass for sharing this information on MassPAC
yahoo list.)
If your child is being evaluated this article has a very complete list
you can use to request the tests to be performed.
The 90 Minute
Dysgraphia Evaluation 
Neuropsychology
of Dygraphia
written by Steven G. Feifer, Ed.S, NCSP and Philip A. Defina,
Ph.D., ABPdN
November 2002, published article on LD Online
(old link:
http://www.ldonline.org/article/6203)
Power Point Presentation
Dr.
Feifer's Dysgraphia and Dyslexia Presentation (ppt)
The Ohio
School Psychologists Association (OSPA), Fall 2005 Conference
Articles:
Dysgraphia, by Margaret Kay,
Ed.D. NCSP
Preschool and kindergarten:
- Test of Phonological Awareness
(TOPA)
- Tests of Early Written Language
(TEWL)
- Test of Early Reading Ability
(TERA)
- Preschool Evaluation Scale (PES)
Primary years:
- Test of Phonological Awareness
(TOPA)
- Test of Language Development
(TOLD)
- Peabody Individual Achievement Tests
(PIAT)
- Gray Oral Reading Test
(GORT)
- Test of Written Expression
(TOWL)
- Wide Range Achievement Test
(WRAT)
Older Elementary
students:
- Test of Language Development
(TOLD)
- Peabody Individual Achievement Test
(PIAT)
- Gray Oral Reading Test
(GORT)
- Test of Written Expression
(TOWL)
- Wide Range Achievement Test
(WRAT)
Adolescent and
adult:
- Test of
Adolescent and Adult Language (TOAL)
- Peabody Individual
Achievement Test (PIAT)
- Gray Oral Reading Test
(GORT)
- Test of Written
Expression (TOWL)
- Wide Range Achievement
Test (WRAT)
The Detroit Tests of
Learning Aptitude (DTLA) was recommended for all age levels.
Dr.
Greene recommended using the Detroit Tests of Learning Aptitude (DTLA)
as a global test that primarily tests verbal and non verbal language. "It
measures the level at which the individual would perform if appropriate
interventions were implemented (as is required by federal law)."
For more detailed information on these individual tests, please
click here to visit our Type of Tests webpage.
