Dyslexia in the Schools: Assessment and Identification

Lindstrom, Jennifer H.

doi:10.1177/0040059918763712

Cited by 12 publications

(9 citation statements)

References 27 publications

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“…Based on research that shows it is difficult to meaningfully distinguish between poor readers who are dyslexic and poor readers who are not dyslexic, Miciak and Fletcher (2020) have suggested that dyslexia identification and instruction need not be separated from other schoolwide, multitier systems of support that are implemented to prevent and treat RDs. There are some indications that these new laws may lead to uncertainty among educators about whether students with RDs should receive assessment and instruction through the Individuals with Disabilities Education Act (IDEA; 2006) or support through a dyslexia‐specific processes outside of IDEA (Lindstrom, 2019; Tucker, 2015). This confusion has contributed to cases in which students with dyslexia who should have been referred for special education evaluation were not referred, or not referred in a timely fashion (Texas Education Agency, 2018).…”

Section: Discussionmentioning

confidence: 99%

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Hall

Dahl-Leonard

Cho

et al. 2022

Reading Research Quarterly

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This meta-analysis included experimental or quasi-experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K-5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below normreferenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publications met inclusion criteria (m = 351; total student N = 6,053). We employed robust variance estimation to address dependent effect sizes arising from multiple outcomes and comparisons within studies. Results indicated a statistically significant main effect of instruction on norm-referenced reading outcomes (g = 0.33; p < .001). Because there was significant heterogeneity in effect sizes across studies (p < .01), we used meta-regression to identify the degree to which student characteristics (i.e., grade level), intervention characteristics (i.e., dosage, instructional components, multisensory nature, instructional group size), reading outcome domain (i.e., phonological awareness, word reading/ spelling, passage reading, or reading comprehension), or research methods (i.e., sample size, study design) influenced intervention effects. Dosage and reading outcome domain were the only variables that significantly moderated intervention effects (p = .040 and p = .024, respectively), with higher dosage studies associated with larger effects (b = 0.002) and reading comprehension outcomes associated with smaller effects than word reading/spelling outcomes (b = −0.080).

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Section: Discussionmentioning

confidence: 99%

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Hall

Dahl-Leonard

Cho

et al. 2022

Reading Research Quarterly

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“…Abstracts are reviewed in the page order displayed in the results until 31 articles matching the current study are selected. Major themes were extracted based on common discussions across multiple articles, while subthemes were identified as subsections of each major theme [23][24][25][26][27][28][29] .…”

Section: Methodsmentioning

confidence: 99%

“…The STAS (Standardized Test of Abilities in Spelling), introduced by Klinkenberg and Skaar (2003), is a comprehensive assessment tool specifically designed to evaluate decoding and spelling skills in students from 2nd grade through secondary school. It comprises both screening and individual tests, providing a detailed evaluation of reading abilities (Lindstrom, 2018). The screening index of the STAS identifies students at risk of decoding and spelling difficulties, with those scoring one standard deviation below the mean on decoding tasks across three subtests qualifying for further individual assessment (Sleeman et al, 2022).…”

Section: Phonological Awareness Assessmentmentioning

confidence: 99%

Study on Investigating the Prevalence, Identification, Assessment and Intervention of Dyslexia in Children: A Systematic Review of the Literature

2023

phpm

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Dyslexia is a developmental learning disorder that hinders reading and spelling abilities in individuals. Identifying children with dyslexia for research and appropriate interventions has been a key focus in recent decades. This systematic review employs thematic analysis to explore current knowledge on dyslexia, including prevalence, identification, assessment, and interventions in children, aiming to enhance our understanding of dyslexia research. Recent research has made strides in refining methods for identifying and assessing dyslexia, although its precise prevalence remains challenging to determine. Evolving interventions offer significant support for children with dyslexia. However, there is room for improvement in dyslexia studies, necessitating broader international collaboration and increased research efforts to enhance identification, assessment, diagnosis, and intervention methods. The findings made valuable contributions to future research under the topic of children with dyslexia, providing in-depth insights for further exploration in the field of dyslexia.

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“…As of right now, eligibility assessments can be determined in a variety of ways or by combining different approaches, such as: a difference in the person's ability (typically based on an IQ score) and performance (Usually determined by the results of a norm-referenced or individual achievement tests); A pattern of an individual's strengths and weaknesses, as well as a pattern of symptoms, can be observed among their academic accomplishment and cognitive scores [8,[22][23][24].…”

Section: Challenges In Evaluation and Eligibility Processmentioning

confidence: 99%

Screening, Assessment and Identification Tools for Dyslexia

U. Muktamath,

R. Hegde,

Koneru

et al. 2024

Education and Human Development

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The special education process relies heavily on assessment to ascertain a student’s disability. In order to target the areas of need that call for differentiated or specialized education, teachers can target students’ strengths through an ongoing process of data collection and analysis. In order to properly diagnose Specific Learning Disability (SLD) or Dyslexia, the student’s planning and placement team (PPT), consisting of the parents of the child and trained professionals, must conduct a thorough evaluation process. People who have dyslexia are frequently misdiagnosed or completely overlooked. The assessment of dyslexia presents with difficulties, such as the use of a variety of terms, the inadequacy of current assessment models, and the dependence on phonological awareness as the only linguistic risk factor. This chapter’s goal is to address the difficulties associated with diagnosing and screening for dyslexia in children, including the use of a variety of terms, the use of phonological awareness as the single linguistic risk factor for dyslexia. In an effort to give parents, educators, and researchers a consolidated and comprehensive source of information, the chapter examines the accessibility and usefulness of screening and assessment instruments for the diagnosis and identification of dyslexia in children of various age groups.

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Dyslexia in the Schools: Assessment and Identification

Cited by 12 publications

References 27 publications

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis

Study on Investigating the Prevalence, Identification, Assessment and Intervention of Dyslexia in Children: A Systematic Review of the Literature

Screening, Assessment and Identification Tools for Dyslexia

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