![]() ![]() Because dyslexia is genetically linked, a family history of dyslexia indicates that a student is more likely to have dyslexia. Information from parents and teachers tells us a lot about a student’s overall development and pattern of strengths and weaknesses. The following areas should be considered when carrying out an evaluation. What should be included in the evaluation? This information may be used to plan instruction and guide ongoing assessment. A child in late kindergarten or early first grade may only need to read a few letters and two or three common words to score well enough to reach a score of “average.” Compared to other young learners, students with dyslexia may not seem to be “behind.” Further, even if achievement is found to be low or poor it does not explain why the child may not be learning as expected.īy January or February of first grade, tests of early word reading, decoding, and spelling begin to be useful in providing information about what the student has learned and what gaps in knowledge exist. Although there are many tests that may be used early (in Kindergarten and beginning of first grade) to assess beginning skills in reading and spelling, the standards for average achievement are generous. Therefore, measures of phonological awareness, memory, and rapid naming are typically included in Kindergarten and beginning first grade screening tests that can identify children who need targeted intervention to improve these critical skills so these children can meet grade- level benchmarks. Measures of language skills, phonological awareness, memory, and rapid naming are more suggestive of being at-risk for dyslexia among young children than are measures of word reading, decoding, and spelling. How the child responds to supplementary instruction will help determine if special education services are justified and necessary.īefore second grade, it is more important to focus an evaluation on the precursors of reading development. Preventive intervention should begin immediately, even if dyslexia is suspected. Screening tests, such as Predictive Assessment of Reading (PAR) Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Texas Primary Reading Inventory (TPRI) and AIMSweb screening assessments, developed by researchers for those purposes should be used with all children in a school, beginning in kindergarten, to locate those students who are “at risk” for reading difficulty. It is possible to identify potential reading problems in young children even before the problems turn into reading failure. Documentation is also important for obtaining accommodations on college entrance exams (ACT, SAT), in college, or in the workplace. One purpose of this documentation is to determine eligibility for special services, including special education.
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