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:
 

1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension strategies

Example of the Diagnose tests to be used:
 

1. Comprehensive Test of Phonological Processing (CTOPP), for Phonemic Awareness.
2. Woodcock Reading Mastery Test - Revised (WRMT_R) "Word Attack" (Is a more in-depth reading decoding assessment, word-level phonetic decoding skills), for Phonics.
3. Gray Oral Reading Test (GORT) measures fluency, accuracy, rate, and comprehension when the student is reading outloud, for Fluency.
4. Gates-MacGinitie Reading Tests, 4th Edition (GMRT-4), for Reading Comprehension.
5. 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.

page 135:
The evaluation is looking for a pattern in the test results that point to dyslexia:

page 133:
Dr. Shaywitz recommends a three step evaluation process:

• 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

1. Establish a reading problem according to age and education
2. 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
3. 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.)

Here is a comprehensive list of tests commonly used to diagnose dyslexia and language disability,

by age range:

Birth-5 years, 6-8 years, 9-11 years, 12-14 years, 14-18 years, 18-25 years

The Dyslexia Help website is created by the University of Michigan.

Tests for Dyslexia and Learning Disabilities

(Thanks to Susan Shapiro, M.S., CCC-SLP, Special Education Advocate and Consultant of Speaking of Ability, Inc.)

Dysgraphia

Dysgraphia is a condition that causes trouble with written expression. The term comes from the Greek words dys (“impaired”) and graphia (“making letter forms by hand”). Dysgraphia is a brain-based issue. It’s not the result of a child being lazy.

For many children with dysgraphia, just holding a pencil and organizing letters on a line is difficult. Their handwriting tends to be messy. Many struggle with spelling and putting thoughts on paper. These and other writing tasks—like putting ideas into language that is organized, stored and then retrieved from memory—may all add to struggles with written expression.

Different professionals may use different terms to describe your child’s struggle with written expression. The Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5) doesn’t use the term dysgraphia but uses the phrase “an impairment in written expression” under the category of “specific learning disorder.” This is the term used by most doctors and psychologists.

This defination is from Understanding Dysgraphia, By Erica Patino, M.A. on the Understood website.

Book:
Neuropsychology of Written Language Disorders: Diagnosis and Intervention

 Articles:
 Dysgraphia: More Than Just Bad Handwriting, by: Voice of America (2008)

 Dysgraphia, by Margaret Kay, Ed.D. NCSP

 
In an issue of The International (Orton) Dyslexia Society's newsletter Perspectives, (1999 ?)
Dr. Jane Fell Greene was ask about the proper tests to use with dyslexic and learning disabled children.
The article recommended the following tests depending on age group.

For more detailed information on these test and other standardized tests, click here.

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.

	One of our original webpages, created October 2, 2008, by Melody Orfei Webpage last modified on July 24, 2018 - V12, by Melody Orfei
mel3sons@gmail.com