Underlying Cognitive Processes (Difficulties in phonological and phonemic awareness are typically seen in students with dyslexia and impact a student’s ability to learn letters and the sounds associated with letters and letter combinations, learn the alphabetic principle, use the sounds of the letters and letter combinations to decode words and to accurately spell.) CTOPP-2 Elision, Blending Words, & Phonological Processing Phoneme Isolation Phonological Awareness1 Benchmark PA- Blend/Segment Other: CTOPP-2 Naming2 Rapid Digit & Rapid Letter Other: Academic Skills Benchmark-Letter Recognition Letter Knowledge- Benchmark-Picture Names names & associated sounds Other: TOWRE-2 Sight Word Efficiency Reading real words in isolation Benchmark High Freq Words Other: TOWRE-2 Decoding non-sense words Phonemic Decoding Efficiency Other: GORT-5 Reading Fluency Oral Quotient GORT-5 Rate Scaled Score Rate Other: GORT-5 Accuracy Scaled Score Accuracy Benchmark-Reading Record Other: GORT-5 Fluency Scaled Score Fluency Benchmark-Reading Record Other: TWS-5 Test of Written Spelling Written Spelling3 Benchmark- Word Writing Other: Additional Areas (may be present) GORT-5 Comprehension Scaled Reading Comprehension Score Benchmark- Reading Record Written Composition Other: 1Because previous effective instruction in phonological/phonemic awareness may remediate phonological awareness skills in isolation, average phonological awareness scores alone do not rule out dyslexia. Ongoing phonological processing deficits can be exhibited in word reading and/or written spelling. 2Difficulties in rapid naming may or may not be weak, but if deficient, will impact a student’s ability to automatically name letters and read words and to read connected text at an appropriate rate. On-going rapid naming/fluency deficits can also be exhibited on the GORT-4 and TOWRE, where tasks are timed. A deficit in reading rate alone would NOT be sufficient to identify dyslexia. 3An isolated deficit in spelling would NOT be sufficient to identify dyslexia. After Step I: Data Gathering and Step II: Formal Assessment are complete, refer to page 6 to determine eligibility for dyslexia services. Use the data gathered in I and II to determine the following: Yes No Does the student exhibit a deficit in phonological/phonemic awareness?
Underlying Cognitive Processes (Difficulties in phonological and phonemic awareness are typically seen in students with dyslexia and impact a student’s ability to learn letters and the sounds associated with letters and letter combinations, learn the alphabetic principle, use the sounds of the letters and letter combinations to decode words and to accurately spell.) Phonological Processing Phonological Awareness1 CTOPP-2 Elision, Blending Words, & Phoneme Isolation Benchmark PA- Blend/Segment Other: Naming2 CTOPP-2 Rapid Digit & Rapid Letter Other: Academic Skills Letter Knowledge- names & associated sounds Benchmark-Letter Recognition Benchmark-Picture Names Other: Reading real words in isolation TOWRE-2 Sight Word Efficiency Benchmark High Freq Words Other: Decoding non-sense words TOWRE-2 Phonemic Decoding Efficiency Other: Reading Fluency GORT-5 Oral Quotient Rate GORT-5 Rate Scaled Score Other: Accuracy GORT-5 Accuracy Scaled Score Benchmark-Reading Record Other: Fluency GORT-5 Fluency Scaled Score Benchmark-Reading Record Other: Written Spelling3 TWS-5 Test of Written Spelling Benchmark- Word Writing Other: Additional Areas (may be present) Reading Comprehension GORT-5 Comprehension Scaled Score Benchmark- Reading Record Written Composition Other: 1Because previous effective instruction in phonological/phonemic awareness may remediate phonological awareness skills in isolation, average phonological awareness scores alone do not rule out dyslexia. Ongoing phonological processing deficits can be exhibited in word reading and/or written spelling. 2Difficulties in rapid naming may or may not be weak, but if deficient, will impact a student’s ability to automatically name letters and read words and to read connected text at an appropriate rate. On-going rapid naming/fluency deficits can also be exhibited on the GORT-4 and TOWRE, where tasks are timed. A deficit in reading rate alone would NOT be sufficient to identify dyslexia. 3An isolated deficit in spelling would NOT be sufficient to identify dyslexia. After Step I: Data Gathering and Step II: Formal Assessment are complete, refer to page 6 to determine eligibility for dyslexia services. Use the data gathered in I and II to determine the following: Yes No Does the student exhibit a deficit in phonological/phonemic awareness?
2013%20Examiners%20Records%20for%20Dyslexia.docx