Providing a Framework for Remediation
Tests administered
If up-to-date testing is necessary, I give a battery of tests which might include those that assess phonological (letter/sound) awareness, phonological memory and rapid naming, in which an individual is asked to recognize a visual symbol such as a letter or color and name it accurately and rapidly. Tests such as the Comprehensive Test Of Phonological Processing (CTOPP) and Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS) target these areas. A child’s score on the RAN/RAS Test particularly, can predict his “ease” in acquiring reading skills.
I also administer other standardized tests that determine a student’s ability to read and comprehend passages, both silently and orally. I may also add criterion-based assessments which can reflect reading and spelling skills acquired within a particular framework.
Putting it all together
The results of these tests are added to any additional information gathered from a child’s IEP and/or neuropsychological assessment to help create solid teaching strategies. Results clarify whether an individual will need remedial help or has dyslexia and/or other learning disabilities.
Testing for Dyslexia – Possible Warning Signs
In Young Children difficulty with:
- Recognizing letters, matching letters to sounds, and blending sounds into speech
- Pronouncing words, for example saying ”mawn lower” instead of “lawn mower”
- Learning and correctly using new vocabulary words
- Learning the alphabet, numbers, and days of the week or similar common word sequences
- Rhyming
In School-age Children difficulty with:
- Mastering the rules of spelling
- Remembering facts and numbers
- Handwriting or gripping a pencil
- Learning and understanding new skills; instead, relying heavily on memorization
- Reading and spelling, such as reversing letters (d,b) or moving letters around (left, felt)
- Following a sequence of directions
- Understanding word problems in math
In Teenagers and Young Adults difficulty with:
- Reading at the expected level
- Understanding non-literal language, such as idioms, jokes, or proverb
- Reading aloud with fluency
- Organizing and managing time
- Summarizing a story
- Learning a foreign language
- Memorizing