Universal K-2 Dyslexia Screening
Universal Kindergarten through Second Grade dyslexia screenings help to determine a student’s risk for reading difficulty, assist in planning appropriate intervention, and provide progress monitoring data.
Research tells us that early identification of reading issues in students before age 8 is critical. It is imperative to “catch them before they fall.” (Torgesen, 1998) The International Dyslexia Association states that,”It takes four times as long to intervene in fourth grade as it does in late kindergarten (NICHD)”
Screeners offer a quick way to differentiate students who do not require additional reading intervention and those who do. Multiple tests or assessment tools are required to measure discrete reading skills, there is not just one subtest to give a complete picture.
What Do Dyslexia Screeners Tell Us?
Kindergarten:
Does the student know the sounds of letters?
Can the student “unblend” or “sound out” words accurately?
It also measures rhyming, and assess phonological memory by having the student repeat nonsense words.
First Grade:
Can the student recognize common sight words?
Can the student identify letter names with automaticity?
Is the student able to read accurately or are they making several errors?
Is the student guessing at words or do they have reliable decoding strategies?
Is the student able to delete/add sound to the beginning/ending of a words?
These tasks can be difficult for students with characteristics of dyslexia.
Second Grade:
Can the student perform all of the kindergarten and first grade tasks listed above?
Can the student read common grade level words in isolation? (Without clues from pictures or other context clues.)
Is the student able to decode nonsense words?
Is the student a fluent reader? (Measuring accuracy and rate)
Can the student gain meaning from the text? (Comprehension)
A Screening is NOT an Official Evaluation
Screeners are usually administered by teachers. They are used to catch “red flags” and create a a general education intervention plan. Evaluations are facilitated by trained specialists, dyslexia therapists, school psychologists, or educational diagnosticians. The results of an evaluation are used to potentially identify a learning difference. Evaluations are more in depth and give teachers a better understanding of how a student learns.
Unfortunately, not all educators all knowledgeable about evidence-based methods and may be unable to provide appropriate educational interventions to struggling readers. Many schools do not gather data in a regular and timely manner, therefore it is important to know your options when determining the best way to support a struggling reader.
More Information:
Free Dyslexia Screener:
https://www.lexercise.com/tests/dyslexia-test?group=13&clinician=464
now your options for early intervention and evaluations:
https://www.lexercise.com/online-dyslexia-treatment?group=13&clinician=464To learn more about evaluations, screeners, and ways to help struggling readers improve by a full grade level in 8 weeks, schedule a consultation with a language therapist today.
<a href=”https://www.lexercise.com/consultation?group=13&clinician=464“>https://www.lexercise.com/consultation?group=13&clinician=464</a>