dyslexia and phonological processing...elision •nothing needed beyond record form. •pay...
TRANSCRIPT
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Dyslexia and Phonological Processing July 2017
DyslexiaandPhonologicalProcessing
RichardWagner,FloridaStateUniversityandtheFloridaCenterforReadingResearch
Dyslexia and Phonological ProcessingSponsored By:
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Dyslexia and Phonological Processing July 2017
Dyslexia and Phonological Processing – Non Technical Webinar
https://phonologicalprocessing.eventbrite.com
CA Education Code 56334
Dr. Richard Wagner, Ph.D. Biographic Summary
• Robert O. Lawton Distinguished Research Professor of Psychology and the W.
Russell and Eugenia Morcom Chair at Florida State University.
• Co-founder and a current Associate Director of the Florida Center for Reading
Research.
• Ph.D. in cognitive psychology from Yale University in 1985.
• Principal Investigator of a Multidisciplinary Learning Disability Center funded by
the National Institute of Child Health and Human Development (NICHD)
• Co-author of tests that are commonly used in evaluating children for dyslexia and
other learning disability including:
Comprehensive Test of Phonological Processing (CTOPP-2),
Test of Word Reading Efficiency (TOWRE-2),
Test of Preschool Early Literacy (TOPEL).
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Dyslexia and Phonological Processing July 2017
Overview
• Briefreviewofdyslexia.• Phonologicalprocessinganditsrelationtodyslexia.• HowtousetheCTOPP-2toassessphonologicalprocessing.
• Administrationandscoring.• Interpretingresults.
• Somefrequentlyaskedquestions.
BriefReviewofDyslexia
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Dyslexia and Phonological Processing July 2017
What“Dyslexic”ReadingLooksLike
• Thehallmarkcharacteristicsoftheword-levelreadingproblemare:• Aninabilitytosoundoutnewwords.
• Newwordsrequiresoundingoutorbyanalogytootherknownwords.• Asmallpoolofwordsreadautomatically.
• Typicalreadersrecognizealargepoolofwordswithlittleconsciouseffort.
LookatButDon’tReadtheFollowingWord
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Dyslexia and Phonological Processing July 2017
LookatButDon’tReadtheFollowingWord
•horseradish
LookatButDon’tReadtheFollowingWord
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Dyslexia and Phonological Processing July 2017
LookatButDon’tReadtheFollowingWord
•hovolupshim
PoorSpellingandWriting
• Spellingandwritingmayevenbemoreaffectedthanreadingis.
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Dyslexia and Phonological Processing July 2017
PoorComprehension
• Readingcomprehensionmaybepoor,butaby-productofnotbeingabletoreadthewordsonthepage.
• Overtime,however,thelimitedinformationcomingthroughthereadingchannelcanalsoaffectcomprehension.
DyslexiaisDimensional
• Continuumexistsfromhavingonlyaminorproblemtoaverysevereproblem.
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Dyslexia and Phonological Processing July 2017
OriginsofDyslexia
• Majorbreakthroughwasthediscoverythatdyslexiaisduetoaprobleminlanguage notinvision.
OriginsofDyslexia
• Dyslexiarunsinfamilies.• Afamilyhistoryofreadingproblemsisassociatedwitha4timesgreaterriskofdyslexia.
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Dyslexia and Phonological Processing July 2017
OriginsofDyslexia
• Dyslexiaoccursinbothmalesandfemalesbutmalesareabouttwiceaslikelytohaveasevereproblemthanarefemales.
DyslexiaRarelyOccursAlone
• Co-occurringconditionsaretheruleratherthantheexception.• CommononesincludedADHD,dysgraphia,dyscalculia,poorspellingandwriting,andahistoryofearlyspeechorlanguageproblems.
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Dyslexia and Phonological Processing July 2017
PhonologicalProcessinganditsRelationtoDyslexia
PhonologicalProcessing
• Phonologicalprocessingreferstousingspeechsoundsforcodinginformationwhenreading,listening,andspeaking.1
• PhonologicalcomesfromtheGreekwordphonewithmeanssoundorvoice.
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Dyslexia and Phonological Processing July 2017
ThreeKindsofReading-RelatedPhonologicalProcessing2
PhonologicalAwareness
• Awarenessofandaccesstothesoundstructureorphonologyofone’slanguage.
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Dyslexia and Phonological Processing July 2017
PhonologicalAwareness
• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?
PhonologicalAwareness
• Howarethespokenwords“cap,”“map,”and“tap,”thesameanddifferentinthesoundstheycontain?
• Identicalmiddleandendingsounds.• Differentbeginningsounds.
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Dyslexia and Phonological Processing July 2017
PhonologicalAwareness
• Ifyoucanhearhowtheyarethesameanddifferent,theirspellingsmakesense.
• Differentfirstletter,samemiddleandfinalletters.• cap• map• tap
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)
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Dyslexia and Phonological Processing July 2017
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
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Dyslexia and Phonological Processing July 2017
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
• 4.phonemeswithinrimes(e.g.fromentoe-n)
Development ofPhonologicalAwareness
• Proceedsfromlargerunitstosmaller:• 1.word-length units(e.g.,cow-boy)• 2.syllableswithinwords(e.g.,sev-en)• 3.onsets(soundpriortovowel)andrimes(vowelandremainingconsonants)withinsyllables(e.g.,frompentop-en)
• 4.phonemeswithinrimes(e.g.fromentoe-n)• 5.phonemeswithinconsonantclusters(e.g,fromstr tos-t-r).
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Dyslexia and Phonological Processing July 2017
PhonologicalAwarenessPlaysCausalRoleinLearningtoRead
• Toachildwhocanhearsimilaritiesanddifferencesamong“cap,”“map,”and“tap,”theirspellings(cap,map,tap)aresensible.
• Impairedphonologicalawarenessisacommoncharacteristicofindividualswithdyslexia.
PhonologicalAwarenesscanbeTaught andTrained
• Trainingphonologicalawarenessearlycanpreventoratleastmitigatetheseverityoflaterword-levelreadingproblems.
• Earlyidentificationiscriticaltoprevention.
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Dyslexia and Phonological Processing July 2017
PhonologicalMemory
• Phonologicalmemoryreferstocodinginformationphonologicallyfortemporarystorageinshort-termmemory.
• Ifyoutrytorememberanumberorsomeone’snameyoujustheardyoumostlikelywillbeusingphonologicalmemory.
• Youdothesameforsoundsthatmakeupthepronunciationofthewordsyouread.
Phonological Memory
• Mostimportantpartofphonologicalmemoryisthephonologicalloop,whichinturncomprisestwoparts:
• 1.phonologicalstore—likeatape-recordingloopthatretainsthemostrecent2secondsofauditoryinformationthathasbeenrecorded.
• 2.articulatorycontrolprocess—providesinputtoandcanrefreshcontentsofphonologicalstore,extendingtimeinformationcanbeheld.
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Dyslexia and Phonological Processing July 2017
AssessingPhonologicalMemory forEarlyIdentification
• Preschoolagechildrencan’tdophonologicalawareness tasksthatrequireaccesstophonemes(e.g.,say“bat”without/b/),butcandoaversionwithlargerunits.
• Say“starfish.”• Nowsay“starfish”without“star.”• “fish”
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”
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Dyslexia and Phonological Processing July 2017
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”
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Dyslexia and Phonological Processing July 2017
CognitiveComplexityStillTooMuchforSomeYoungChildren
• Examiner:“Saydoorbell”• Child:“doorbell”• Examiner:“Nowsaydoorbellwithoutbell”• Child:“Doorbellwithoutbell”
PhonologicalMemoryTasksareCognitivelySimple
• Justinvolvesrepeatingwhatyouhear.• Nonwordrepetition, aphonologicalmemorytask,hasbeenusedinchildrenasyoungas2.
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Dyslexia and Phonological Processing July 2017
OverlapBetweenPhonologicalAwarenessandPhonologicalMemoryforPrereaders
• Beforechildrenlearntoread,phonologicalawarenesstasksandphonologicalmemorytasksareactuallytappingtheidenticalunderlyingphonologicalability.
• Mostlikelyqualityofphonologicalrepresentations.
RapidNaming
• Rapidnamingofdigits,letters,objects,orcolorsrequiresretrievingphonologicalinformation(thepronunciationsoftheirnames)frompermanentmemory.
• Thisretrievalprocessisalsousedwhenretrievingpronunciationsofwordsorpartsofwordswhenyoureadthem.
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Dyslexia and Phonological Processing July 2017
RapidNaming
• Itmatterswhatyouareaskedtonamerapidly.Oneprimarydistinction:
• Symbolsthatareusedinone’swritingsystemsuchaslettersanddigits.• Non-symbolicitemsthatarenotusedinone’swritingsystemsuchasobjectsorcolors.
Summary
• Dyslexiaresultsfromasubtleprobleminlanguage,notinvision.• Thelanguagesysteminvolvedinthephonologicalsystem.• Threekindsofphonologicalprocessingimportantforreading:phonologicalawareness,phonologicalmemory,andrapidnaming.
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Dyslexia and Phonological Processing July 2017
AssessingPhonologicalProcessingwiththeCTOPP-22
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Dyslexia and Phonological Processing July 2017
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Dyslexia and Phonological Processing July 2017
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Dyslexia and Phonological Processing July 2017
DifferencesbetweentheCTOPPandCTOPP-2
• 1.Newnorms.• 2.Floorloweredwithadditionofmorebasicitems.Nowgoesdowntoage4.
• 3.Phonemeisolationaddedasnewphonologicalawarenesssubtest.• 4.Addedrapidnamingofdigitsandobjectsto4-6year-oldversion,givingmeasuresofsymbolicandnon-symbolicnaming.
TheThreeKindsofReading-RelatedPhonologicalProcessingareAssessedbytheCTOPP-2
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Dyslexia and Phonological Processing July 2017
FourPrimaryUsesofCTOPP-2
• 1.Identifyindividualswhoaredeficientinphonologicalprocessing.• 2.Identifyindividualstrengthsandweaknesses.• 3.Evaluateprogressinresponsetoremediationofphonologicalawarenessdeficits
• 4.Asameasureforuseinresearch.
WhoCanAdministertheCTOPP-2?
• Requiresformaltraininginassessment.• Supervisedpracticeintestadministrationishighlydesirable.
• Collegecoursesandworkshopsarewaystoacquiretheseskills.
• Mostexaminershavebackgroundsinschoolpsychology,speechpathology,specialeducation,orarereadingspecialists.
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Dyslexia and Phonological Processing July 2017
AdministrationGuidelines
• Appropriate forindividuals4-0to24-11inagewhocanunderstanddirections.
• Theentirecorebatterytakesabout30minutestoadminister.
AdministrationGuidelines
• Subtestsshouldbeadministeredintheordertheyappearintherecordform.
• Ifyouadministerselectedsubtests,dothemintheordertheyappear.
• Twoversionsareprovided,onefor4– 6year-oldsandonefor7—24.
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Dyslexia and Phonological Processing July 2017
AdministrationGuidelines
• Ceilingsareprovided.• Ifitemsareaccidentallyadministeredbeyondtheceiling,nocreditisgivenfortheaboveceilingitemsevenifoneormoreisansweredcorrectly.
• Followgoodtestingpractices.SeemanualforsuggestionsspecifictotheCTOPP-2.
MaterialsNeeded
• ExaminerRecordBooklet,PictureBook,CD,deviceforplayingCD,stopwatch,sharpenedpencilwitheraser.
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Dyslexia and Phonological Processing July 2017
CTOPP-2SubtestsandComposites:4- to6-Year-Old
PhonologicalAwarenessCompositeSubtests(4to6-year-oldversion)
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Dyslexia and Phonological Processing July 2017
Elision
• Youareaskedtosayawordafterdroppingoutpartofit.Forexample:
• Say“cowboy”withoutsaying“cow”(Correctansweris“boy.”)• Say“grain”withoutsaying“n.”(Correctansweris“gray.”)
Elision
• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.• Notethattheprogressionofitemstypesfollowsthedevelopmentalprogressionnotedearlier.
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Dyslexia and Phonological Processing July 2017
BlendingWords
• Spokenwordsarepresentedinpartsthatmustbeblendedtogethertoformaword.Forexample:
• Youwillhearawordonepartatatime.Listencarefullyandputthesoundstogethertomakeawholeword:/m//oo//s/(“moose”).
BlendingWords
• NeedCoreCD,anddevicetoplaytracks1-33.• Ifchildasksforitemtoberepeated,onerepetitionispermittedperitem.
• Foritems1-12,ifchildsayssoundsseparately(e.g.,“m-e”ratherthan“me,”say“Trytosaythesoundsalltogetherasarealword.”
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Dyslexia and Phonological Processing July 2017
SoundMatching
• Thetaskistoidentifyawordthatbeginswiththesamesoundasatargetword.Lateritchangestoidentifythewordthatendswiththesamesoundasthetargetword.Forexample:
• Whichwordstartswiththesamesoundas“soap?”“ripe”“toast”or“sand.”(“sand”)
SoundMatching
• Needpicturebook.• Twoparts:firstsoundandlastsound.• Forallitems,pause1secondaftersayingthetargetbeforesayingthe3alternatives.
• Pointtopicturesasnamesarepronounced.• Childmaypointtoorsayanswer.• Itemscanberepeatedonceifchildappearstoforgetnamesgiventopictures.
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Dyslexia and Phonological Processing July 2017
CTOPP-2SubtestsandComposites:7- to24-Year-Old
PhonemeIsolation
• Thetaskistosayapartofawordthatrepresentsthe1st,2nd,3rd,or4th soundinaword.Forexample:
• Whatisthesecondsoundintheword“witch?”(correctansweris/i/).
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Dyslexia and Phonological Processing July 2017
PhonemeIsolation
• Nothingneededbeyondrecordform.• Payattentiontowhendirectionsandfeedbackaregiven.
AlternatePhonologicalAwarenessCompositeScore
• Forchildrenandadultsage7through24only.• ItconsistsofBlendingNonwords andSegmentingNonwords andcanbeusedtoverifyaprobleminphonologicalawareness.
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Dyslexia and Phonological Processing July 2017
BlendingNonwords
• NeedSupplementalSubtestCDtracks1-31.• Youmayreplayanitemonetimeifexamineeasksyoutoorgivesnoresponse.
• Foritems1-12,giveprompt“Trytosaythesoundsalltogether”ifexamineerepeatssoundsseparately.
SegmentingNonwords
• NeedSupplementalSubtestCDtracks32-64.• Repeatanitemiftheexamineemispronouncesawordoraskstohearitagain.
• Promptwith“Nowsay____onesoundatatime”iftheexamineeforgetsto.
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Dyslexia and Phonological Processing July 2017
PhonologicalMemoryCompositeScore
• Forallchildrenandadults,thephonologicalmemorycompositescoreconsistsofMemoryforDigitsandNonword Repetition.
MemoryforDigits
• Thetaskistolistentoastringofdigitsthenrepeatthembackinthecorrectorder.Forexample:
• “3859472”
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Dyslexia and Phonological Processing July 2017
MemoryforDigits
• NeedCoreCD,anddevicetoplaytracks34-63.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Foritems1-4,ifchildmakesanerror,countitemasincorrectbutgivecorrectanswer.
Nonword Repetition
• Thetaskistolistentononwords andsaythemexactlyastheyareheard.Forexample:
• Listentothismade-upwordthensayitexactlyasyouhearit:“vootusoaf.”
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Dyslexia and Phonological Processing July 2017
Nonword Repetition
• NeedCoreCD,anddevicetoplaytracks64-96.• Ifchildasksforitemtoberepeated,norepetitionispermitted.• Payattentiontofeedbackgivenonitems1– 9.
RapidNamingCompositeScores
• Forchildrenage4to6,therearetworapidnamingcompositescores:• RapidSymbolicNaming• RapidNon-SymbolicNaming
• Forchildrenandadultsage7to24,theonlyrapidnamingcompositescoreisRapidSymbolicNaming.
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Dyslexia and Phonological Processing July 2017
RapidSymbolicNaming
• RapidLetterNamingrequiresletterspresentedinrowsasquicklyandaccuratelyasonecan.RapidDigitNamingissimilarexceptthatdigitsratherthanlettersarenamed.
RapidDigitandRapidLetterNaming
• NeedstopwatchandPictureBooklet.• Recordnumberofsecondstonameallnumbersonform.• Ifexamineehesitatesfor2seconds,markitasincorrectandpointtonextitemandsaygoon.
• Iflineisskipped,redirectexamineetoskippedline.
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Dyslexia and Phonological Processing July 2017
RapidNon-SymbolicNaming
• RapidColorNamingrequiresnamingcolorsasquicklyandaccuratelyasonecan.RapidObjectNamingisthesamebutcommonobjectsarenamedinsteadofcolors.
RapidColorNamingandRapidObjectNaming
• NeedstopwatchandPictureBook• Promptexamineewiththenextitemifheorshehesitatesformorethan2seconds.
• Iflineisskipped,redirecttoskippedline.
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Dyslexia and Phonological Processing July 2017
ComprehensiveTestofPhonologicalProcessing-2
ScoringandInterpretation
TypesofScores
• Rawscores—scoresearnedonthesubtests.• Ageequivalents—identifiesageatwhichperformancewouldbeaverage.
• Gradeequivalents—identifiesgradeatwhichperformancewouldbeaverage.
• Ageandgradeequivalentsarenotrecommendedforusebecauseofcommonmisinterpretations.
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Dyslexia and Phonological Processing July 2017
TypesofScores
•Percentileranks—indicatesthepercentageofthenormativedistributionthatscoredatorbelowtheexaminee’sscore.
•Subtestscaledscores—standardscorewithameanof10andastandarddeviationof3.
•Compositescores—standardscoreswithameanof100andastandarddeviationof15.
TypesofScores
• Developmentalscore—anequalintervaldevelopmentalscaleusefulforexaminingabsolutechangesinperformanceovertime.
• Whatthismeansisthatthedifferencebetween50and100isexactlythesameasthedifferencebetween100and150.
• Thismakesthedevelopmentalscoreusefulformonitoringprogressinresponsetointervention(RTI).
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Dyslexia and Phonological Processing July 2017
SomeGeneralRecommendations
•Compositescoresarepreferredoversubtestscoresbecausetheyaremorereliable.TheyarethemostusefulscoresontheCTOPP-2.
•Forsubtests,standardscoresareusedtocompareascoretothenormativesample;developmentalscoresareusedtomeasurechangeinabsoluteperformance.
CompositesScores
•Compositescoresareavailableforeachofthethreekindsofreading-relatedphonologicalprocesses.
• PhonologicalAwareness(andAlternatePhonologicalAwarenessforthe7-to-24ageform),PhonologicalMemory&RapidNaming
• Theyarecombinationsofindividualsubtests.
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Dyslexia and Phonological Processing July 2017
InterpretingCompositesScores
• 130+ VerySuperior• 121-130 Superior• 111-120 AboveAverage• 90-110 Average• 80-89 BelowAverage• 70-79 Poor• 70- VeryPoor
SubtestScaledScores
• Astandardscorethatisidenticalforeachsubtestmakingitpossibletocompareperformanceacrossdifferentsubtests.
• Theaveragesubtestscaledscoreis10.
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Dyslexia and Phonological Processing July 2017
InterpretingSubtestScaledScores
• 17-20 VerySuperior• 15-16 Superior• 13-14 AboveAverage• 8-12 Average• 6-7 BelowAverage• 4-5 Poor• 1-3 VeryPoor
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Dyslexia and Phonological Processing July 2017
IdentifyingInformationSection
ScoreReportingSection
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Dyslexia and Phonological Processing July 2017
ScoreInterpretation:RawScores
• Howmanyitemswerecorrectforeachsubtest.
• Notverymeaningfulforcomparingsubtestsbecausetheyhavedifferentnumbersofitems.
AgeandGradeEquivalents
• Thesearetheageandgradethatthescorewouldbeaveragefor.
• Asmentionedpreviously,theyareeasilymisinterpreted.Bestnottousethem.
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Dyslexia and Phonological Processing July 2017
ScaledScores
• Thesearethebestscorestocompareperformanceondifferentsubtests.
PercentileRanks
• %ile RanksshowthatJoshua’sscoresareonlybetterthanorequaltothebottom8to21percentofhispeers.
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Dyslexia and Phonological Processing July 2017
CompositeScores
• Thecompositescoresandtheirdescriptivetermsfollow.
• Joshuaisbelowaverageorpoorineveryareaofphonologicalprocessing.
CompositeScoreDiscrepancyAnalyses
• Aretwocompositescoresdifferentstatistically?
• Aretwocompositescoresdifferentclinically?
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Dyslexia and Phonological Processing July 2017
StatisticallySignificantDiscrepancies2
ClinicallySignificantDiscrepancies(4-6-year-old)2
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Dyslexia and Phonological Processing July 2017
ClinicallySignificantDiscrepancies(7-24-year-old)2
FrequentlyAskedQuestions
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• WhenshouldIgivethesupplementalsubtests?• Toconfirmthepresenceofaphonologicalprocessingdeficit.• Especiallyusefulforexamineeswithwell-developedvocabularieswhoseperformanceonword-basedphonologicalawarenesstasksmaybeinflatedbytheirvocabulary.
FrequentlyAskedQuestions
• CanIdiagnosedyslexiafromtheCTOPP-2alone?• Nosingleassessmentcandothis.
• TheCTOPP-2isusedtoassessphonologicalprocessing.• Adeficitinphonologicalprocessingisahallmarkofdyslexia,butisnotsufficientbyitself.
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CanIdiagnosedyslexiafromtheCTOPP-2alone?(cont.)• Otherthingsareimportanttoassess:
• Unexpectedlypoorreading,familyhistory,poorresponsetoeffectiveintervention,andexclusionarycriteria(e.g.,missedvisualacuityproblem,limitedopportunitytolearnbecauseofextensiveabsences).
FrequentlyAskedQuestions
• Isadeficitinanyofthe3composites(PhonologicalAwareness,PhonologicalMemory,andRapidNaming)apotentialcauseofdyslexia?
• Yes.Eachofthethreekindsofphonologicalprocessingisrelatedtoandimportantforreading.
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CananindividualhavedyslexiaandnotscorepoorlyontheCTOPP-2?• Yes,especiallyifalotofinterventiononphonologicalprocessinghasbeengiven.
• Thisismorecommonforphonologicalawarenessthanforphonologicalmemoryorrapidnaming,andmorecommonforindividualsubteststhanforcompositescores.
FrequentlyAskedQuestions
• Whatis“double-deficit”dyslexia?• Itreferstobeingbelowaverageinboththephonologicalawarenessandrapidnamingcompositescores.(Whetheritisaseparateconditionorjustanindicationofverylowphonologicalprocessingisamatterofcontroversy.)
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• IfanindividualscoresintheaveragerangeontheCTOPP-2butwellaboveaverageinIQorlanguagemeasures,wouldthisbeanindicationofaphonologicalprocessingproblem.
• Yesbecausephonologicalprocessingisimpairedrelativetoperformanceinotherareas.
FrequentlyAskedQuestions
• CanpoorperformanceontheCTOPP-2beduetoinattentionandnotpoorphonologicalprocessing?
• Probablynot.Problemsinattentionandinphonologicalprocessingcommonlyco-occur,andbotharepredictorsofdyslexia.InattentiondoesnotexplainpoorperformanceontheCTOPP-2formostindividuals.
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• Whatifthereislargerangebetweenthesubtestscoreswithinagivencompositescore?Wouldthatindicatetheneedforfurtherassessment?
• Itwouldsuggesttheneedforfurtherassessment.Perhapsthestudentdidnotunderstandoneofthetasks.
FrequentlyAskedQuestions
• Canachildhavealanguagedisordersuchasspecificlanguageimpairmentanddyslexia?Ifso,whatwouldthatlooklike?
• Yes.Whatyouwouldexpecttoseeisanimpairmentinphonologicalprocessingandinreadingthatisgreaterthanthemagnitudeofthespecificlanguageimpairment.
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• CantheCTOPP-2beusedtomeasureresponsetointervention?• Thedevelopmentalscoresprovideanequalintervalscalethatisusefulformeasuringlonger-termresponsetointervention.
• Longer-termbecausetheCTOPP-2shouldnotbegivenmorefrequentlythanannuallytoavoidpracticeeffects.
FrequentlyAskedQuestions
• DoesnotusingtheaudioCDvalidatetheadministrationoftheCTOPP-2?
• TheaudioCDshouldbeusedforseveralreasons.• Itprovidesastandardizedassessment.• Itwasusedforthenormativesample.• Verballypresentingtheitemsgivesexamineeswhowatchanexaminer’smouthcluesthatwerenotavailabletothenormativesample.
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Dyslexia and Phonological Processing July 2017
FrequentlyAskedQuestions
• Whichcompositesshouldimprovewithintervention?• Interventionismoresuccessfulfordeficitsinphonologicalawarenessthanforphonologicalmemoryorrapidnaming.
HaveaQuestionyouNeedAnswered?
References• 1 Wagner,R.K.,&Torgesen,J.K.(1987).Thenatureofphonologicalprocessinganditscausalrelationswithreading.PsychologicalBulletin,101,192-212.
• 2Wagner,R.K.,Torgesen,J.K.,Rashotte,C.A.,&Pearson,N.A.(2013).ComprehensiveTestofPhonologicalProcessing (2nd ed.).Austin,TX:Pro-Ed.
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Dyslexia and Phonological Processing July 2017
Thank you to our Presenter and Sponsors
Florida Center for Reading Research - www.fcrr.org
Florida State University - www.fsu.edu
Decoding Dyslexia CA www.decodingdyslexiaca.org
CA Association of School Psychologists www.casponline.org
CARS+ www.carsplus.org
© Copyright 2017, Dr. Richard Wagner. Dr. Wagner encourages the
reproduction and distribution of this webinar. If portions of the webinar
are cited, appropriate reference must be made. This webinar may not
be viewed or reproduced for the purpose of resale.