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. ![]() DocumentationAn effective evaluation documents the history of a student’s learning disability. ![]() An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin. ![]() It is crucial that this specialized instruction begin at the student’s current level of reading skill development, rather than at the student’s grade level. Students who have a specific learning disability in reading (dyslexia) need a specialized approach to reading instruction to make progress. Intervention planning An effective evaluation develops a focused remedial program.It rules out other common causes of reading difficulties and determines if the student profile of strengths and weaknesses fit the definition of dyslexia. DiagnosisAn effective evaluation identifies the likely source of the problem.When a student is having difficulties with reading and spelling, an evaluation is important for three reasons. Conclusions and recommendations are developed and reported. Then, tests are given to identify strengths and weaknesses that lead to a diagnosis and a tentative road map for intervention. ![]() First, information is gathered from parents and teachers to understand development and the educational opportunities that have been provided. Why is evaluation important?Īn evaluation is the process of gathering information to identify the factors contributing to a student’s difficulty with learning to read and spell. The word evaluation encompasses identification, screening, testing, diagnosis, and all the other information gathering involved when the student, his or her family, and a team of professionals work together to determine why the student is having difficulty and what can be done to help. Evaluation is a more accurate word to describe the process of determining if someone has dyslexia. Someone scores it and tells you how you did. What does it mean to be tested? You might think that of a test as something you take in an afternoon. When a child is struggling to read, someone will probably suggest that he or she be tested for dyslexia.
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