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Dyslexia Testing of English

Learners Using the WMLS III

Dr. Criselda Alvarado, Ed.D.

Bilingual Dyslexia Testing Using WMLS III

WMLS III

Dyslexia

ELL and Dyslexia

Dyslexia Testing Using the WMLS III

WMLS III

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Components

Test Books: English Form A & B,

Spanish Form

Test Record

Response Booklet

Audio Recording

In online scoring & reporting program

Comprehensive Manual

Online Scoring & Reporting

Online training video

WMLS III Online Parent and

Teacher Intervention System

English Form A & B Analogies

Oral Comprehension

Picture Vocabulary

Oral Language Expression

Letter-Word Identification

Passage Comprehension

Dictation

Written Language Expression

Spanish Form Analogías

Comprensión oral

Vocabulario sobre dibujos

Expresión de lenguaje oral

Identificación de letras y palabras

Comprensión de textos

Dictado

Expresión de lenguaje escrito 5

WMLS III: Individually Administered

Age Range of 3-0 to 22-11

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WMLS III: Listening Tests

Analogies Basic Skills

Oral Comprehension Applied Skills

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WMLS III: Speaking Tests

Picture Vocabulary Basic Skills

Oral Language Expression Applied Skills

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WMLS III: Reading Tests

Letter-Word Identification Basic Skills

Passage Comprehension Applied Skills

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WMLS III: Writing Tests

Dictation Basic Sills

Written Language Expression Applied Skills

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Dyslexia

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Definition Adopted by the International Dyslexia

Association and the NIH 2002

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities…Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. (Lyon, Shaywitz, and Shaywitz, 2003)

Questions: Does dyslexia exist in other languages? Is dyslexia manifested the same in other languages?

Bilingual Brain Research

“… there is a universal neurobiological basis for

dyslexia, and that differences in reading performance

among dyslexics of different countries are due to

different orthographies and cultural diversity.” –

Paulessu et al. (2001) Ramus (2003)

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Orthographic Systems

of Alphabetic

Languages (Writing Technology of a Language)

One phoneme can

correspond to

several graphemes

and one grapheme

can correspond to

several phonemes

Grapheme-Phoneme

correspondence

is one-to-one

More

Transparent

Continuum of Orthographic Systems

according to the degree to which they

respect the alphabetic system More

Opaque

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Continuum of Orthographic Systems More

Opaque

More

Transparent

Reading difficulties are more common in countries

where the orthography is complex, that is, where the

writing system is more opaque.

English

French

Danish

Portuguese

Turkish

Finnish

Italian

Greek

Spanish

German 14

Orthographic Systems

of Alphabetic Languages

Myth: Dyslexia is mostly found in orthographies

(writing systems) that are irregular like English.

Dyslexia does not exist in Spanish, a transparent

orthography.

Fact: Educational & brain research has found that dyslexia in other languages exists. Often the student exhibits serious deficits in phonological processing. That deficit is neurobiological; typically in the brain’s ability to process the phonological part of language.

Dyslexia in a transparent orthography may manifest itself differently, however, than in an opaque orthography.

More reading problems are seen in opaque orthographies.

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Paulessu et al. (2001) investigated the manifestations of

dyslexia across opaque (English and French) and transparent

systems (Italian).

In their study, Italian speaking children identified as dyslexic

had better reading execution than American and French

children with dyslexia.

Regardless of country, however, Paulessu et al. found that

comparison of children with normal reading abilities to children

with dyslexia revealed significant differences suggesting that

dyslexia may manifest itself differently in different countries,

but dyslexia exists even in those countries with transparent

orthographies. 16

Research in opaque orthographies comparing children

with normal reading abilities to children with dyslexia

found that these two groups differ most in reading

accuracy, the ability to decode words successfully;

While research in transparent orthographies found

that reading speed, as well as reading comprehension

was more significant

(Wimmer & Mayringer, 2001; Holopainen, Ahoen, Y Hyytinen, 2001; Muller & Brady, 2001; Treesodi et al.,

2001; Jimenez & Hernandez, 2001).

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Research conducted with

German,

Finnish,

Italian, and

Spanish-speaking individuals

supports these ideas.

Phonological processing deficiency is a universal

basis for dyslexia in alphabetic orthographies.

Reading speed and reading comprehension are more

significant in transparent orthographies.

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A Little More on the

WMLS III

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WMLS III: Test Record

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WMLS III: Language Proficiency Levels

Language Proficiency

Level

W Difference Score

Range

Relative Proficiency Index

(RPI)

Advanced Proficient +11 and above 97/90 to 100/90

Proficient -10 to + 10 74/90 to 97/90

Emerging Proficiency -19 to -11 51/90 to 74/90

Continuing Development -34 to -20 17/90 to 51/90

Early Development -50 to -35 3/90 to 17/90

Initial Development -51 and below 0/90 to 3/90

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Proficiency Proficient Proficient

WMLS III: Sample Plot of Scores

Statements on the Linguistic

Characteristic of Examinee (in teacher

report)

Statements on the Linguistic Status of

Examinee (in teacher report)

Current Language Proficiency Levels (in

teacher report)

Diagnostic Statements (in teacher

report)

Classroom Interventions (in teacher

report)

“Examples of Books for Listening” and

“Examples of Books for Reading” Based

on Tested Ability (in teacher and parent

report)

Home-Based Activities (in parent report)

ESL Program Recommendations with

Second-Language Scaffolding

Suggestions (planned enhancement in

teacher report)

Leveled Readers Recommendations with

Second-Language Scaffolding

Suggestions (planned enhancement, in

teacher report) 27

WMLS III: Online Teacher and Parent

Intervention System

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Jose’s English oral language development appears to be progressing within normal limits.

(Jose was reported to be a second language learner with 4 years of English exposure; his Language Proficiency Level in English oral language was Emerging Proficiency)

Maribel’s English oral language development does not appear to be developing at a typical pace. Evaluate her current oral language program and make appropriate changes. A rigorous, comprehensive, and intensive oral language development program should be considered at this time.

(Maribel is a second language learner of English with 4 years of English exposure; her Language Proficiency Level in English oral language was Continuing Development)

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WMLS III:

Linguistic Status of Examinee

Bilingual Dyslexia

Testing Using WMLS III

Oral

Language

WMLS III English

Test 1: Analogies

Test 2: Oral Comprehension

Test 3: Picture Vocabulary

Test 4: Oral Language Expression

and

WMLS III Spanish

Test 1: Analogies




Phonological

Processing

WJ IV

Auditory Process. COG Tests 5, 12

Phonetic Coding COG Tests 3, 7, 9

TAPS-3 Phonologic Subtests 1, 2, 3

CTOPP

or/

and

Batería III

Auditory Processing COG Tests 4, 14

Phonemic Perception COG Tests 4, 8

& ACH Test 21

TAPS-3: SBE Phonologic Subtests 1, 2, 3

Academic

Testing

WMLS III English

Test 5: Letter-Word Identification

Test 6: Passage Comprehension

Test 7: Dictation

Test 8: Written Lang. Expression

WJ IV

Basic Reading ACH 1, 7

Reading Fluency ACH 8, 9

Reading Comprehension ACH 4, 12

Spelling ACH 3, 16

Written Expression ACH 6, 11

EasyCBM Sent. Read. Fluency Gr K-2

and

/or

WMLS III Spanish



Test 7: Dictation

Test 8: Written Language Expression

Batería III



Basic Writing ACH 7, 16


EasyCBM Sent. Read. Fluency Gr 1-2

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Assessment of dyslexia for bilingual students requires

full understanding of the student’s second language

acquisition process.

WMLS III language background and academic language

exposure history collected and reported in the Scoring

Report

WMLS III oral language test results (Tests 1, 2, 3, 4)

Other information from parents, teachers, student,

school information, and other testing information.

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Bilingual Dyslexia Testing Using WMLs III

Assessment of dyslexia for bilingual students

requires knowing the student’s ability in his/her

two or more languages.

By comparing the student’s abilities, side-by-

side, in his/her two or more languages, the

examiner gets insight into whether a profile is

indicative of developmental dyslexia or from

issues associated with second language

acquisition.

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requires testing phonological processing in the

most appropriate language. When selecting the

language of the phonological processing test:

Consider that learning curve for phonological

processing skills is extremely steep at 2 to 5 years

of age. What language was the student speaking at

that age.

Consider the student’s current dominant language.

Is the student much more developed in English now?

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requires testing academic areas.

Reading

Spelling

Consider how the orthography of the language

impacts the learning-to-read and the learning-

to-write process, which in turns impacts how we

interpret academic test results.

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Oral

Language

WMLS III English

Test 1: Analogies




and

WMLS III Spanish

Test 1: Analogies




Phonological

Processing

WJ IV

Auditory Process. COG Tests 5, 12

Phonetic Coding COG Tests 3, 7, 9

TAPS-3 Phonologic Subtests 1, 2, 3

CTOPP

or/

and

Batería III

Auditory Processing COG Tests 4, 14

Phonemic Perception COG Tests 4, 8

& ACH Test 21

TAPS-3: SBE Phonologic Subtests 1, 2, 3

Academic

Testing

WMLS III English



Test 7: Dictation

Test 8: Written Lang. Expression

WJ IV


Reading Fluency ACH 8, 9


Spelling ACH 3, 16


EasyCBM Sent. Read. Fluency Gr K-2

and

/or

WMLS III Spanish



Test 7: Dictation

Test 8: Written Language Expression

Batería III



Basic Writing ACH 7, 16


EasyCBM Sent. Read. Fluency Gr 1-2

Case Study

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Tomas’ performance on the Reading cluster was at the

Continuing Development Proficiency level. He

demonstrated ability below the ability of average native

English speakers at age 9-3 in the norming sample and is

predicted to be 60% successful on reading tasks that

average English-speaking age peers perform with 90%

success.

Comparison of Thomas’ performance on English oral language

tasks and English reading and writing tasks indicates that his

oral language development is within normal limits, but that he

has an academic need in reading and writing. Consider a

robust, comprehensive, and intensive reading and writing

program. Ensure that he receives solid research-based literacy

instruction for the appropriate amount of time. Further

testing to investigate academic need may be indicated in the

future if Tomas does not demonstrate reasonable progress.

Two more areas to test

Reading Fluency

Rapid Automatized Naming

Bilingual Dyslexia Testing

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http://www.nelson.com/assessment/pdf/asb6.pdf

Diehl, J. D., Frost, S. J., Mencl, W. E., & Pugh, K. R. (2011). Neuroimaging and the phonological deficit hypothesis. In S. Brady,

D. Braze, & C. Fowler (Eds.), In explaining individual difference in reading theory and evidence (pp. 217–237). New York, NY:

Psychology Press.

Joshi, R. M., Padakannaya, P., & Nishanimath, S. (2010). Dyslexia and hyperlexia in bilinguals. Dyslexia, 16, 99–118.

Johansson, B. B. (2006). Cultural and Linguistic Influence on Brain Organization for Language and Possible Consequences for

Dyslexia: A Review, Annals of Dyslexia 56 no1 13-50 2006

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and

reading: A definition of dyslexia. Annals of Dyslexia, 53, 1–14.

Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention. Hoboken, NJ: John Wiley & Sons.

Paulessu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and

biological unity. Science, 291, 2165–2167.

Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion

in Neurobiology, 13, 212–218.

Serrano, F., & Defior, S. (2008). Speed problems in dyslexia in a transparent orthography. Annals of Dyslexia, 58, 81-95.

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