There were 50 children between the ages of 8 and 12 referred for this test who were suspected of having problems and have had a diagnosis of dyslexia which is a form of learning disability. Just like in the other articles reading comprehension was tested along with word identification and word attack. For the internal consistency coefficients on reading passage comprehension the range was from 0.68 to 0.92 and on the concurrent validity estimates with similar measures between 0.55 and 0.71. For word identification the internal consistency was 0.91 to 0.97 and 0.89 and 0.90 on the Word Attack subtests. The validity for the Word Identification subtest ranged from 0.82 to 0.74, and for the Word Attack subtest ranged from 0.83 to 0.90 with similar reading measures (Meisinger, Bloom, & …show more content…
Validity coefficients for the qualitative score ranged from .55 to .59 and for the production scores, the coefficients ranged from .27 to .57 for first grade students (Ritchey & Coker, 2010). In the last article: Reading Progress Monitoring for Secondary- School Students: Reliability, Validity, and Sensitivity to Growth of Reading-Aloud and Maze Selection (Tich, Espin, & Wayman, 2009) it explains how 35 students in eighth grade were tested on completing reading aloud and maze-selection measures weekly for 10 weeks. The test was administered at different times therefore each measure was compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from .77 to .89. No differences related to time were found. Maze growth was related to the reading performance level. Results of the performance study revealed that alternate form reliability coefficients were above .80 for both reading aloud and maze selection and were consistently stronger for reading aloud than those for maze selection. Reliabilities were similar across scoring procedures, but not time
Bellamy participated in the focused reading intervention Read 180 with the school reading specialist. Despite Bellamy’s excitement to personalize his learning, Bellamy has experienced limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Bellamy performed in the Basie Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster, Bellamy achieved the following: Letter-Word Identification- 94 (Average) and Word Attack-83 (Low Average). These scores indicate that Bellamy reads in the average to low average range when compared to his same age level peers. These tests measure sight word vocabulary, phonics application, and structural analysis skills. Currently, a consistent pattern in Bellamy’s word calling errors has not been discovered. During recent progress monitoring, Bellamy read aloud three different 100 word paragraphs at the early tenth grade level with 62% word calling accuracy. He can read and/or decode many predictable words. When using vocabulary flash cards (words in isolation) based on his reading level (early tenth grade), Bellamy could correctly identify and define 59% of the words. Each day Bellamy’s literature teacher
From a young age Stephen was told that he wouldn't amount to much in life. His teacher's flunked him in first grade and fourth grade and was asked to leave the school so he transferred to a new school. He then flunked tenth grade and once again was asked to leave so you would also think that this kid wouldn't amount to much in life.
On that basis the rationale behind this assignment is to further understand the term ‘dyslexia’, to consider the definition and diagnosis, as well as the barriers to learning it can generate. Consideration will also be given to the strategies that can be employed to assist learning, as well as promote the
Madilynn participated in the focused reading intervention Read 180 with the school reading specialist. Despite Madilynn’s excitement to personalize her learning, Madilynn has experience limited success. Based on the individually administered Woodcock-Johnson Tests of Achievement IV (WJ-IV), Madilynn performed in the Basic Reading Skills cluster with a standard score of 89 (low average when compared to same age peers). On the two subtests within the Basic Reading Skills cluster Madilynn achieved the following: Letter-Word Identification-94 (Average) and Word Attack-83 (Low Average). These scores indicate that Madilynn reads in the average to low average range when compared to his age level peers. These tests measure sight word vocabulary, the
Learner X has been diagnosed with moderate learning difficulties, poor short-term working memory and dyslexia. Learner X also suffers from classroom anxiety as has been reported in his Education, Health and Care Plan (EHCP). School X has recognised the needs to Learner X and has certain measures in place to ensure Learner X has the same access to education as the other pupils. One of these measures is extra-allowed time during any form of examination or assessment, in addition to the use of a ‘C-PEN’. This is a ‘scanning pen that displays a word definition and reads text aloud to support dyslexic children and adults with reading difficulties’. As Learner X has his GCES’s coming up in the summer, provisions are being put in place for a possible
This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.
There was a lot of interesting topics in both chapters for this week, but I am especially interested in the learning disorder of dyslexia in chapter eight. Dyslexia is a reading disorder that cause individuals to mix up similar letters such as p, q, b, and d, or rearrange words into either other words or gibberish. Researchers believe the cause of this disorder is malfunctioning neural networks of reading, and epigenetic processes, or environmental factors, are also thought to be a cause. However, dyslexia isn't the only learning disorder of this sort: Dyscalculia and dysgraphia also hinder a child's ability to learn normally. Dyscalculia centers around numbers. Individuals with this disorder typically can read letters just fine or with little
Developmental dyslexia (referred as dyslexia hereafter) is a specific learning disability characterized by impairments in acquiring accurate and fluent word reading despite normal intelligence and adequate schooling (Hulme & Snowling, 2009). As one of the most common learning disorders, dyslexia affects approximately 3-7% of the English-speaking population (Rutter et al., 2004), and impairments continue into adulthood. In order to design effective interventions for improving the quality of dyslexics’ life, it is important to determine cognitive factors that contribute to impaired reading ability.
One of my primary focuses was to find out how different literatures dealt with Dyslexia and how best to support the child. Dyslexia can be described from a number of different perspectives as we see in Ball et al (2007) who explain that it can be “how one learns (Cognition), what parts of the brain are involved (neurology), what genes are involved (genetics) and behaviour (p14). Their book entitled ‘Dyslexia: An Irish perspective’ is very relevant to my research as it gives a great insight into the history of the special education sector in Ireland. It also looks into some of the key debates that are facing the educational sector today.
In the article “What can spelling errors tell us about the causes and treatment of dyslexia?” it states that Dyslexia is characterized by severe reading and spelling problems, major difficulty in transferring thoughts into written form and significant discrepancies between oral and written performance and between cognitive abilities, effort and performance at
According to Hull Learning Services (2013), dyslexia continues to be a subject of great debate. The word dyslexia is originated from the Greek dys- meaning ‘difficult’ and -lexia meaning to do with language. There are multiple definitions of dyslexia, because the matter in which in manifest in children and adults vary greatly. Definitions of dyslexia often focus on difficulties with the processes of writing, reading, spelling and general organization of everyday tasks. Dyslexia has been defined as the inability to acquire literacy despite normal intelligence. Other definitions have described dyslexia in terms of a list of symptoms. The symptoms often included are laterality problems; reversals in numbers, letters and/or words; reading
Dyslexia is the most prominent learning disability here in the United State but, it is also the most misunderstood. For centuries, those with dyslexia have been labeled as stupid and incompetent, when in fact they extremely intelligent, excelling in areas such as art, science and music. Due to our lack of knowledge and understanding, we as a nation are ignorant, deeming truth to the stereotypes that have long been associated with this so called “disease.” In order to reverse the damage that has already been done, we must differentiate fact from fiction. In order to fully understand dyslexia, individuals need to be provided with resources that address every aspect of the disability, including what it is, the possible causes, signs, symptoms and treatments available. Awareness is key to change!
understand jokes or get them the first time around. It is upsetting when your the only one not laughing when everyone else is. Some methods I have learned to cope with these issues could be having a tutor or help from a extra teacher in the classroom work with you on assignments. It helps to talk slowly and use simple sentences when having this disability. Dyslexia is also a language and reading disability. “ The severity of this specific learning disability can differ in each individual but can affect reading fluency, decoding,reading comprehension, recall, writing, spelling, and sometimes speech can exist along with other related disorders. Dyslexia sometimes referred to as a language based learning disability.”(1) You can tell when someone
Diagnostic assessments of reading ability are commonly used to identify students at risk for reading problems
This study sought to test the hypothesis that Cognitive and Literacy tests at a young age could predict possible learning difficulties in the future. Four tests were taken by 34 participants at the age of 4 followed by a reading test at the age of 7. These results were then analysed in random samples to take into account possible variability. The hypothesis of the study was supported on the most part with the exception of one test which still had a relationship, however limited. Overall this study shows there is a significant relationship between these tests and future reading ability with a possibility, after further research, to help assess the likelihood of learning difficulties later in life.