assessing and instructing students with sld/dyslexia - …€¦ · · 2016-10-05assessing and...
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Assessing and Instructing Students with SLD/Dyslexia
Margie B. Gillis, Ed.D. President, Literacy How, Inc.
Research Affiliate, Haskins Labs and Fairfield University
Bureau of Special Education‘s Annual Back to School Meeting September 14, 2016
The Many Faces of Dyslexia 1.Thedifferencesarepersonal.2.Theiden3fica3onisinformedbyscien3ficandeduca3onalresearch.
3.Thetreatmentiseduca3onal.4.Theunderstandingisscien3fic.
MargaretByrdRawson,1996
©LiteracyHow,2016
What We Know From Research
Thousandsofstudieshaveaddressedthesecri3calques3ons:• Howdoesagoodreaderread?• Howdostudentslearntoread?• Whydosomestudentsfailtolearneasily?• Whatistherela3onshipbetweenspokenlanguageandreading?
• Howcanwebemosthelpfultostudentswithproblems?
MoatsandDakin,2008
©LiteracyHow,2016
Birth - K 1 2 3 4 5 6 7 8
Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research” Adapted from the work of Hollis Scarborough, 2001
LC
D RC
Simple View of Reading (D x LC = RC) (Gough&Tunmer,1986)
Garden Variety Poor Readers: Majority of
poor readers (weak phon processing AND
comprehension-related issues)
Specific Comprehension Deficit
(weak vocab, morphology, syntax, discourse-level
processing & comp strategies)
Dyslexic/RD
(phonological processing problems - including
decoding and encoding)
Skilled readers
Poor!Comp!
Good!Comp!
Poor Word Reading! Good Word Reading!
Phonological Skills!
Nonphon. !Language !
Skills !
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Dyslexia: Addressed in LD Guidelines
SpecificWordDecodingDifficul5es
• Nonalphabe3cWordReader
• InaccurateWordReader
• Nonautoma3cWordReader
SpecificReadingComprehension
Difficul3es
• NonstrategicComprehender
• Subop3malComprehender
MixedReadingDifficul3es
• MixofBothWordRecogni3onandComprehensionDifficul3es
GuidelinesforIden?fyingChildrenwithLearningDisabili?es(2010)
©LiteracyHow,2016
CSDE Working Definition of Dyslexia: Essential Components
• IsaSpecificLearningDisability/NeurobiologicalinOrigin• ImpactsReading
• Decoding• AccurateWordRecogni3on• FluentWordRecogni3on• Spelling
• IsUnexpectedand/orInconsistentwithStudent’sOtherAbili3es
• PersistsDespitetheProvisionofAppropriateInstruc3on• ResultsfromSignificantDeficitsinPhonologicalProcessing(i.e.,apersistentdifficultyintheawarenessofandabilitytomanipulatetheindividualsoundsofspokenlanguage).
IEPManualandForms(CSDE,2006,2015)hHp://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/sld_workgroup/sld_dyslexia_faq.pdf
Dyslexia as a Subcategory of SLD Dyslexiaisasub-categoryofSpecificLearningDisability(SLD)andhasbeenaddedsothattheDepartmentcandis3nguishstudentswithDyslexiafromotherstudentswithSLDwhoarereportedinthisdisabilitycategory.Forachildtobeiden3fiedas“SLD/Dyslexia,”thechildmustfirstmeettheoveralleligibilityrequirementsforSLDandthenmeetthemorespecificrequirementsforDyslexiaasfollows:
IEPManualandForms(CSDE,2006,2015)©LiteracyHow,2016
Specific Word Reading Difficulty Subgroup
• Otherwiseknownasdyslexia• Mostcommonandbestunderstoodtypeoflearningdisabilitybecausetheycanbeiden3fiedearly
• Primarydifficultyisinthephonologicalcomponentoflanguage• Problemswithwordrecogni3onthatarerootedindifficul3eswithPA;impactondecoding,encoding(spelling),andfluency(inaccuratereadingand/ornon-automa3creading)
• Othercomponentsoflanguagesystemareusuallyintact(e.g.,syntax,seman3cs);listeningcompandoralvocabularyisatleastaverage
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Specific Reading Comprehension Subgroup
• Atleastaveragephonologicalandwordrecogni3onskills(nohistoryofdecodingdifficul3es)
• Readingcomprehensionproblemslinkedtoorallanguagecomprehensiondifficul3esand/ororalvocabularyknowledge
• Basisisinorallanguagedevelopment• Manyofthesestudents,thoughstrugglingwithlanguage
comprehension,don’tqualifyforspeechandlanguagesupport
• Manyofthesestudents’difficul3esemergelater(LERDs)• Mayhavereadingfluencydifficul3esrelatedtolanguage
comprehension
©LiteracyHow,2016
Mixed Reading Difficulty Subgroup
• Difficul3eswithphonologicalskillsthatimpactwordrecogni3on
• PoorreadingcomprehensionandfluencythatmaybecausedbydecodingANDlanguagecomprehensiondifficul3es
• Difficul3eswithoralcomprehensionand/orvocabulary
• Difficul3esemergeearlybutpersistevenifdecodingisaddressed
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Each Profile of Reading Difficulties: • Hasdifferentinterven3onneeds(e.g.,Aaronetal.,2008;Spear-Swerling,2015)
• Hasdifferentneedsforprogress-monitoring(e.g.,Spear-Swerling,2015)
• Tendstobenefitfromdifferenttypesofassis3vetechnology(Erickson,2013)
• Maybeassociatedwithavarietyofunderlyingcauses(e.g.,intrinsiclearningdisabili3es,inadequateinstruc3on,limitedexposuretoEnglishlanguage/literacy)
LouiseSpear-Swerling,2016©LiteracyHow,2016
Reading Profiles and Dyslexia
• Childrenwithdyslexiatypicallyhavethefirstprofile(SWRD)
• Otherreadingdisabili3esbesidesdyslexiaexist• Manyotherconsidera3onsbesidesprofileinforma3onarerequiredtodiagnosedyslexiaandotherSLDsinreading
• Childrenwithallprofilesofreadingdifficulty,includingthosewithSLD,canbehelpedwithgoodinstruc3onandinterven3on
LouiseSpear-Swerling,2016
©LiteracyHow,2016
National Early Literacy Panel • Na3onalEarlyLiteracyPanel(2003-2008)reviewedresearchontheteachingofreadinginpreschoolandkindergarten
• Largestmeta-analysisofresearchdataontheteachingofreadingduringtheseyears(examinedmorethan7000poten3alstudies,about400-500wereincludedinthefinalreview)
• Setouttodeterminewhichskillsneededtobetaughtearlyonandwhatconfersliteracylearningadvantagestoyoungchildren
TimShanahan,2015©LiteracyHow,2016
Strong to Moderate Predictors
Alphabet Knowledge"Concepts About Print"Phonological Awareness"Oral Language"Writing Name/Writing"RAN (Rapid Automatic Naming/Lexical Access)"
"
TimShanahan,2015©LiteracyHow,2016
Critical Reading Skills for Early Identification and Intervention
• Phonologicalawareness• Accurateandautoma3clejernaming• Lejer-soundassocia3on• Wordreadingaccuracyandfluency• Passagereadingfluencyandcomprehension
MoatsandDakin,2008
©LiteracyHow,2016
CSDE Working Definition of Dyslexia: Essential Components
Earlyiden5fica5onofphonologicalprocessingdeficitsandinterven3onmayminimizeeduca3onalimpact.“Unlessthey(children)understandthatwordshavesoundsegmentsatthelevelofthephoneme,theycannottakeadvantageofanalphabe3cscript”(Liberman,Shankweiler,&Liberman,1989).
©LiteracyHow,2016
TYPE DESCRIPTION/USE PURPOSE Outcome (Summative) Formal
Evaluate success of a program or a school based on student performance after instruction is completed (standardized).
“Reaching our goals”
Universal Screening (Formative) Formal
Identify students who need more intense assessment to determine the potential for intervention. External benchmarks or norms are used.
“First Alert”
Progress Monitoring (Formative) Formal
Determine student progress over time as compared to a validated trajectory and to plan differentiated instruction.
“Growth Charts”
Diagnostic (Formative) Formal or informal
Understand student performance in authentic context, especially to inform instruction and intervention strategies. These are most closely aligned with instruction.
“In-depth View”
Four Types of Assessments
Universal Screening • Asearlyaspre-school,universalscreenerscaniden3fy
childrenatriskforreadingdifficul3es.• StrongestindicatorsofdyslexiainKaredifficul3eswith:
phonemicawareness,learninglejer-soundrela3onships,andlearningtodecodeusingphonemicdecodingstrategies(1stgrade)
• It’snotalwayspossibletoruleoutifpoorperformanceisduetodyslexiaorotherotherreasons:poverty,limitedexposuretoStandardEnglish.
• CSDEMenuofApprovedUniversalScreeningReadingAssessmentshjp://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866
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• TimedtestsofleHernamingorleHer-soundassocia?onsinkindergartenandearlyfirstgrade
• Phonemeawarenesstasksinkindergartenandbeginningfirstgradelevel
• Directmeasuresofdecodingandwordrecogni?ontowardthemiddleandendoffirstgradeandbeyond
• Oralreadingfluency,a3medtestthatcombinesreadingrateandaccuracy,oncethestudentcanreadconnectedtext
Screening for Dyslexia
MoatsandDakin,2008
©LiteracyHow,2016
Need to Dig Deeper “CBMsareteststhataredesignedandconstructedusingclassroommaterialsinthehopeofmeasuringwhathasactuallybeentaught.” Farrell,2012
However,CBMsdon’ttelluseverythingweneedtoknow–especiallyifastudentisatrisk.Diagnos5cassessmentscantellusWHYastudentisstrugglingbyprovidinginforma3ononspecificskillsthatastudentmayormaynothavemastered.
©LiteracyHow,2016
Dyslexia: Formal Evaluation
NeurobiologicalDifferences:Developmental/Family
History
ReviewofEduca3onalRecords
ClassroomObserva3ons
Cogni3veAssessments:WordRecogni3on,Decoding,
Spelling,PhonologicalProcessing,ReadingComprehension,Oral
Language
Iden3fica3on
©LiteracyHow,2016
Assessment of Dyslexia: A Component-Based Approach
• Familyandstudentdevelopmentandschoolhistory• PhonologicalProcessing(phonologicalawareness,
phonologicalmemory,rapidautoma3cnaming)• Decoding,wordrecogni3on,andspelling• OrthographicProcessing(awarenessandmemory)• Oralreadingincontext(sentencesandparagraphs)• Passage-levelreadingcomprehension• Recep3vevocabulary• Wri3ngskills(sentenceandparagraph)• Mathskills(computa3on,reasoning,andfluency)
Lowell,Felton,andHook,2014©LiteracyHow,2016
What is Phonological Processing? • Theneurologicalmechanismsbywhichweusespeechsoundstoprocessoralandwrijenlanguage
• Itincludes3mainskills:• Phonologicalawareness–theconsciousawarenessofsoundpajernsinwords)
• Phonologicalmemory–theabilitytostorerepresenta3onsofspeechsoundsinmemory)
• Rapidnaming–theabilitytoretrievelanguagelabelsinseriesfrommemorywithspeedandaccuracy MelissaFarrall,2012
©LiteracyHow,2016
How to Assess Phonological Processing • Phonological(Phonemic)Awareness
• RobertsonandSalter• CTOPP-2(Segmen3ng,Blending,Elision)• WoodcockReadingMasteryTest
• PhonologicalMemory(i.e.,WorkingMemory/Ajen3on)• Sentencerecall/storyrecall• WISC–digitspan
• CTOPP-2–digitspan;nonsensewordrepe33on• ProcessingSpeed/NamingSpeed
• RapidAutoma3zedNaming–objects,colors,lejers,numbers(RANspeed)–CTOPP-2
• Wordretrieval ©LiteracyHow,2016
CSDE Working Definition of Dyslexia: Essential Components
Withouttargeted,systema5candexplicitinstruc5onandtheprovisionofaccommoda3ons,studentswithdyslexiamayhave:
Reducedreadingexperiencesthatcanimpactthegrowthofvocabularyandbackgroundknowledge,Difficultywithwrijenexpression,Difficultylearningasecondlanguage,and/orBehavioraloremo3onalreac3ons.
©LiteracyHow,2016
The First Literacy How Reading Wheel (based on the National Reading Panel Report, 2000)
©LiteracyHow,2016
Linking Assessment Data to Reading Interventions
Measure • CTOPP
• NonsenseWord
• ORF• COREVocab.
• QRI
Compo
nent • Phonemic
Awareness• Phonics• Fluency• Vocabulary• Comprehension
Interven
3on
• SayitandMoveIt
• Wilson• ReadNaturally
• TextTalk• Ques3oningtheAuthor
©LiteracyHow,2016
“Eachnewreadercomestoreadingwitha‘fresh’brain--onethatisprogrammedtospeak,see,andthink,butnotread.Readingrequiresthebraintorearrangeitsoriginalpartstolearnsomethingnew.”(MaryanneWolf)“TeachingReadingisRocketScience.”(LouisaMoats)
©LiteracyHow,2016
Mild Moderate Severe
Dyslexia and Reading Disabilities: A Continuum of Severity ….
Tier1 Tier2 Tier3
…thatrequiresacon5nuumofinstruc3on
…andincreasingamountsofteacherknowledgeandexper3seHigh Higher Highest
©LiteracyHow,2016
Expert Teaching is the Treatment “One of the most important conclusions from research is that for children with learning problems, learning is hard work. A corollary to this finding is that for their teachers, instruction is very hard work and requires an enormous amount of training and support. Children who have difficulty learning to read or completing mathematics problems will likely not benefit from ‘more of the same’ but require an alternative method of teaching to assist their learning.”
Semrud-Clikeman, 2005
©LiteracyHow,2016
Common Elements of Successful Interventions
1. Theyincludemul3pleinstruc3onalcomponents,butalwaysfocusonexplicitandsystema/cinstruc3oninphonologyandthealphabe/ccode.
2. Theyareengagingandinterac/ve,ovenincorpora3ngmanipula3ves.
3. Theyallowstudentsmanyopportuni/estorespond.4. Studentsareprovidedmanyopportuni/estoprac/ce
throughcumula/vereviewstosupportmasterylearning.5. Dataareusedtomonitorprogressandensureinterven/on
fidelity.
AlOtaiba,Connor,etal.,2009©LiteracyHow,2016
Progress Monitoring and Data Analysis
DualDiscrepancy• Discrepancy1:Thestudentisfoundtobeperformingacademicallyatalevelsignificantlybelowthatofhisorhertypicalpeers(discrepancyinini5alskillsorperformancerela5vetopeers).• Discrepancy2:Despitetheimplementa3onofoneormorewell-designed,well-implementedinterven3onstailoredspecificallyforthestudent,heorshefailsto‘closethegap’withclassmates(discrepancyinrateoflearningrela5vetopeers). LDGuidelines,2010(page49)
©LiteracyHow,2016
Structured Literacy Instruction Includes Two Important Components • ElementsoflanguagearetaughttoaddressthelanguagebasisoftheSLD/dyslexia–forexample,soundsandsymbols,meaning(seman3cs),andsentencestructure(syntax).
• Principlesofinstruc3onthatguidehowtheelementsaretaught(forexample,explicit,cumula3ve,anddiagnos3cteaching).
hHps://dyslexiaida.org/effec?ve-reading-instruc?on/
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Elements of Structured Literacy Instruction
1. Phonology2. Sound-symbolAssocia3on3. SyllableInstruc3on4. Morphology5. Syntax6. Seman3cs
©LiteracyHow,2016
Principles of Instruction • Explicit:Deliberateteachingandexplana3onofallconcepts
withcon3nuousstudent-teacherinterac3on• Systema5c:Materialfollowsthelogicalorderofthelanguage
fromeasiertomoredifficultandeachskill/steprequiresmasterybeforemovingon
• Cumula5ve:Eachstepisbasedonpreviouslylearnedconcepts• Diagnos5c:Instruc3onisindividualizedbasedonformaland
informaldataincludingobserva3onofreadingbehaviors• Prescrip5ve:Scaffoldsusedtomanagethelevelofdifficultyand
correc3vefeedbackisgivensostudentsknowhowmonitortheirreadingerrors
©LiteracyHow,2016
hHp://iris.peabody.vanderbilt.edu/module/r?01-overview/cresource/q2/p05/
Standard Treatment Protocol • Asingle,consistentinterven3onisused• Thisensuresaccurateimplementa3on–thatis,treatmentfidelity.
• Theinterven3onistsmustreceivecomprehensivetraining.
• ‘Theyalsoneedtoreceiveongoingsupportandprofessionaldevelopmentwhiledeliveringthestandardtreatmentprotocolprocedurestoensurethattheinterven3onisdeliveredcorrectly.’
©LiteracyHow,2016
Problem-Solving Approach Thestudentinterven3onteamsmeettodiscusswhatwillworkbestfortheindividualstudent.Thisteamwilluseamenuofinterven3onop3onsthatbeginswithassessmentdatathatisdiagnos3cinnaturesothatthestudentwillreceiveaninterven3onthatismatchedtohis/herprofileandacademicneeds.‘Ontheotherhand,thequalityoftheinstruc5ondependsontheskills,knowledge,andtrainingoftheteampersonnelwhoplaneachindividualizedprogram.’
hHp://iris.peabody.vanderbilt.edu/module/r?01-overview/cresource/q2/p05/
©LiteracyHow,2016
Intensive Tier 3 Intervention
LeOerKnowledge(Accuracy&Automa3city)
PhonemicAwareness
Phonics/Decoding(Accuracy&Automa3city)
RepeatedAccuratePrac5ce(Automa3city)
Nonsense&RealWordsPhrases,Sentences,Passages
HighFrequencyWords(Accuracy&Automa3city)
ReadingComprehensionTextReading(atreadinglevel)
VocabularyComprehensionMonitoring
InferenceMakingTextComponents
ListeningComprehensionText(abovereadinglevel)
VocabularyComprehensionMonitoring
InferenceMakingTextComponents
Sound–Symbol(Automa3city)WordSpelling(Accuracy)
SentenceDicta5on(Accuracy)
Morphology
Morphology
TimOdegard,2016©LiteracyHow,2016
The Team Approach with Strategies StudentParents/GuardiansClassroomTeacherContentAreaTeachersSpecialEducatorSchoolPsychologist
ReadingSpecialistInterven3onSpecialistOccupa3onalTherapistSpeech&LanguagePathologist• Con3nuousandproac3vecommunica3onbetweenand
amongteammembers• Accommoda3onsandmodifica3onsatschoolandhome• Regularprogressmonitoringandrepor3ng• Gradualreleaseofresponsibilitytostudent
MoatsandDakin,2008©LiteracyHow,2016
• Frustra3on,fear,anxiety• Learned/chronichelplessness• Avoidancebehaviors/misbehaviors• Troubleexpressingselfinsocialsitua3ons
• Feelingsofinadequacy
Social/Emotional Consequences
MoatsandDakin,2008
©LiteracyHow,2016
Characteristics of the Successful Student with Dyslexia • Abilitytosolveproblemsandnavigateinspiteofthelearningdifficulty(i.e.,resilience,flexibility,self-advocacy)
• Oneormorestrengthsthatprovidesuccessandbolsterselfesteem
• Strong,constant,suppor3verela3onshipwithatleastoneadultwhobelievesinthechild’sworthandcapabili3es(i.e.,rolemodel,advocate,mentor,charisma3cother)
MoatsandDakin,2008
©LiteracyHow,2016
To Summarize Studentswithdyslexiaaremostlikelytosucceedwhenallofthesecondi3onsareinplace:
• Earlyiden3fica3on• Explicit,systema3cinstruc3ondesignedfordyslexicstudents
• Progress-monitoringandevalua3onofresponsetointerven3on
• Comprehensiveprogramming,toincludeallcomponentsofliteracyinstruc3onandacompletecurriculumthatdevelopsstrengths
• Studentself-advocacyandfamilysupport©LiteracyHow,2016
References • BasicFactsAboutAssessmentofDyslexia,Lowell,Felton,&Hook;2014,
1DA• BasicFactsAboutDyslexia,Moats&Dakin;2008,IDA• CenterforDyslexia,MiddleTennesseeStateUniversity,TimOdegard• EarlyChildhoodLiteracy,TimShanahan,2015• IDAFactSheets,www.dyslexiaida.org• IEPManualsandForms,CSDE,2016,2015• TheIrisCenter,PeabodyCollegeatVanderbiltUniversity• LDGuidelines,CSDE,2010• TheManyFacesofDyslexia,MargaretByrdRawson,1996,IDA• ReadingAssessment:LinkingLanguage,LiteracyandCogni?on,Melissa
Farrall,2012• ThePowerofRTIandReadingProfiles,LouiseSpear-Swerling,2015
©LiteracyHow,2016
