Report Writing & Interpretation Institute Day 3 Criselda...“I was, on the whole, considerably...
Transcript of Report Writing & Interpretation Institute Day 3 Criselda...“I was, on the whole, considerably...
Day 3
Report Writing &
Interpretation
Dr. Criselda Alvarado---Karin Marshall 1
“I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.”
“A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty.”
“Attitude is a little thing that makes a big difference.”
"Continuous effort, not strength or intelligence is the key to unlocking our potential“ -Winston Churchill
“Difficulties mastered are opportunities won. ”
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More to know: The impact of socio-economic factors on language learning
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Oral Language Development
From age 3 onward [a child] should build a vocabulary store of at least 2,500 words per year. [He/she] should encounter and explore at least 2 new words each day.
Roskos, Tabors, & Lenhart (2004), p. 1.
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Biemiller, 2001
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Studies, that have examined the relation
between language development and socio
economic status, reveal that socio economic
status has dramatic effects on cumulative
vocabulary development. (Hart and Risley,
1995)
Having data related to socio economic status
may help in determining whether the
student’s struggles with reading are due to a
lack of opportunity or a reading disability,
including dyslexia.
Dr. Criselda Alvarado---Karin Marshall
Poverty Rates by Race/Ethnicity &
Linguistic Diversity
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Location White Black Hispanic Other Total
United
States 13% 35% 33% 22% 20%
Texas 12% 29% 33% 14% 23%
ELL students are more likely to live in a low-income household: in 2007, 66% of ELLs had a family income below 200% of the federal poverty level, compared to 37% of non-ELL Hispanic youths.
EPE Research Center. (2009). Analysis of the U.S. Census Bureau’s American Community Survey (2005-2007).
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State Regs
Dr. Criselda Alvarado---Karin Marshall
• Texas Education Code (TEC) §38.003
• defines dyslexia and related disorders,
• mandates testing students for dyslexia,
• providing instruction for students with dyslexia, and
• gives the State Board of Education (SBOE) authority to adopt
rules and standards for administering testing and instruction.
• TEC §7.028(b) relegates the responsibility for school
compliance with the requirements for state educational programs
to the local school board.
• Chapter 19 of the Texas Administrative Code (TAC) §74.28
outlines the responsibilities of districts and charter schools in the
delivery of services to students with dyslexia.
• The Rehabilitation Act of 1973, §504, establishes assessment
and evaluation standards and procedures for students (34 C.F.R.
Part 104).
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The new legislation includes the following:
• • TEC §21.044(c)(2) outlines the curriculum
requirement for institutions of higher education for
teacher preparation to include the characteristics of
dyslexia, identification of dyslexia, and
multisensory strategies for teaching students with
dyslexia.
• •TEC §21.054(b) and TAC §232.11 mandate
continuing education requirements for educators
who teach students with dyslexia.
• TEC §28.021(b) establishes guidelines to districts
based on best practices when considering factors for
promotion and the student identified with dyslexia.
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• TEC §38.003(b-1) (specific to K-12) and TEC §51.9701
(specific to institutions of higher education) both mandate
that a student identified with dyslexia may not be retested
for dyslexia for the purpose of reassessing that student’s
need for accommodations until the district/institution of
higher education reevaluates the information obtained from
previous testing of the student.
• TEC §38.0031 establishes the online technology tool for
students identified with dyslexia.
• •TEC §42.006(a-1) mandates the collection of data for
students identified with dyslexia to be reported in the
Public Education Information Management System
(PEIMS).
• •TEC §230.23 requires TEA to provide accommodations for
persons with dyslexia who take licensing examinations.
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How is word reading achieved? How is it tested?
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How is word reading achieved? How is it tested?
• The learning of grapheme-phoneme correspondences (phonics)
• “Sounding-out” these correspondences and recombining them into a word (word decoding)
• Learning to recognize the printed word without the need to sound it out (sight word reading)
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And then there is …
• Fluency
• how rapidly a reader can access its phonological or visual form to recognize a printed word.
Does reading involve only word reading? Does it
involve only recognizing a printed word?
No. Real reading includes comprehension of what is
read.
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Word Reading (Mechanics: Phonics,
Sight Words, & Fluency)
Language Comprehension
Reading Comprehension +
But for reading comprehension,
you must also add language
comprehension
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Cognitive Skills in Reading
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The cognitive processes in learning to read include:
• The learning of grapheme-phoneme correspondences (phonics)
• “Sounding-out” these correspondences and recombining them into a word (word decoding)
• Learning to recognize the printed word without the need to sound it out (sight word reading)
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• Fluency
• how rapidly a reader can recognize a printed word and access its phonological form
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Word Reading (Mechanics)
Language Comprehension
Reading Comprehension +
For reading
comprehension, add
language
comprehension
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Deficits & Circumstances Leading to
Reading Difficulties
Oral Language Deficits
Linguistic Diversity
Socioeconomic Issues
Language Delays
Specific Reading Disability
Deficit in Auditory Processing
Dyslexia Phonological processing deficit Cognitive fluency deficit Central Auditory Processing Disorder
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Testing Students who are
ELLs for Dyslexia
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Reminder of the Basic Differences Between
English and the Spanish Reading Process
Phonetic approach to reading is utilized almost
exclusively in Spanish.
Five vowel phonemes and graphemes are taught first.
Consonant phonemes and graphemes are taught a few at
a time. Consonant phonemes and graphemes do not
have to be all taught before beginning reading words and
full sentences occurs.
Knowing the letter names are not necessary for reading.
Emphasis in Spanish is given to the syllable, not the
individual phoneme.
Rhyming is not an important component to reading since
word families are not part of the reading process.
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Evaluation profiles change
Because of differences between writing systems, the
measurement models used to identify dyslexia should not
merely be adapted by changing the language of the
measurement tools. For example, testing Spanish
dyslexia, instead of English dyslexia, cannot be
appropriately accomplished by simply administering the
same kinds of tests in Spanish as would be given in
English. The profiles often used in identifying the
characteristics of dyslexia may also need to be altered
because these characteristics may have changed.
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General Principals in
Interpreting Test Results
1. The examiner looks at within language differences
across different abilities to help determine if the
student’s evaluation profile implies dyslexia or a
language difference issue. For example, the examiner
would compare Listening Comprehension, Reading
Comprehension, Phonological Processing, etc. within the
same language, not across different languages.
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Dr. Criselda Alvarado---Karin Marshall
General Principals in
Interpreting Test Results
2. The examiner may want to compare the student’s
functioning in both English and Spanish in a particular
skill area. For example, by comparing English and
Spanish oral language functioning, the examiner will
have a good picture of the student’s proficiency levels
in each of the languages and the examiner can
compare these proficiency levels to determine
dominance. Testing of phonological skills in the student’s
two languages may also provide the examiner
valuable information about the student’s abilities and
of dyslexia.
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General Principals in
Interpreting Test Results
3. The examiner takes into account if there has been a
disparity between the student’s preferred or dominant
language and the language of reading and writing
instruction. Many students are being taught to read and
write in their weak language or in a language they
simply do not speak. Because of this disparity between
the student’s stronger oral language skills and
language of instruction, testing for dyslexia requires
thoughtful selection of the language of the tests to be
administered and careful interpretation of test results.
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General Principals in
Interpreting Test Results
4. When a bilingual student has dyslexia, the characteristics of
dyslexia must be manifested in both languages. A student
with dyslexic-looking characteristics in one language, but not
in the other; should not be considered as having dyslexia.
However, because of the transparency of Spanish, it is
possible that a Spanish native speaker with dyslexia can
develop the necessary strategies over time to prevail over the
characteristics of dyslexia in order to achieve age-
appropriate Spanish reading and writing skills. This same
student, however, may not be able to surmount those same
obstacles when faced with the numerous irregularities of
reading and writing in English. The student, can be said to,
exhibit characteristics of dyslexia in both languages.
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Study Dyslexia Handbook 29
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Questions
What is dyslexia? How do we identify dyslexia?
Does dyslexia exist in all languages or is it distinctive to those
languages with poor grapheme-phoneme correspondence?
Is the reading process is different across languages?
If dyslexia is universal, but the reading process is different across
languages, how is dyslexia manifested differently from one
orthographic system to another?
What tests can be used to identify dyslexia in ELLs?
How is dyslexia in bilingual students identified?
How is the report written?
How can you tell if the student’s reading difficulties are due to
language differences or dyslexia?
What interventions are appropriate for ELL students with dyslexia?
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A Book Worth Reading
Overcoming Dyslexia: A New and Complete
Science-Based Program for Reading Problems
at Any Level Sally Shaywitz, M.D.
Dr. Criselda Alvarado---Karin Marshall