Testing and Evaluation, The International Dyslexia Association. (2009). IDA Fact Sheet.
05.25.19
Evaluation: a process of gathering information; identification, screening, testing, diagnosis
Why? To receive…
Diagnosis: identification of likely source of problem; rules out other possibilities
Intervention Planning: focused remedial program beginning at student’s current level
Documentation: history; eligibility for SPED; records for future accommodations
When? Before problems turn into reading failure…
All students should be evaluated in Kindergarten, though average benchmarks are generously low.
“By January or February of first grade, tests of early word reading, decoding, and spelling begin to be useful in providing information about what the student has learned and what gaps in knowledge exist” (p.2)
What?
Background information: family literacy history, medical history interventions, attendance
Intelligence: IQ is not the best indicator or always a necessary measurement
Oral Language Skills: listening to/understanding/ producing speech (“If a student has average higher-level oral language skills but much difficulty developing written language (reading and spelling) skills, the need for evaluation for dyslexia is recommended.” - p.3)
Word Recognition
Decoding
Spelling
Phonological Processing
Automaticity/Fluency
Reading Comprehension
Vocabulary