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Part 2 again requires connecting the numbers consecutively, but alternating between the two colored circles (pink circle 1, yellow circle 2, pink circle 3).The Wisconsin Card Sorting Test requires the matching (sorting) of 64 stimulus cards. Each displays figures of varying forms (crosses, circles, triangles, or stars), colors (red, blue, yellow, or green), and number of figures (one, two, three, or four). These are matched to one of four key cards (each with one, two, three and four identically colored symbols (four blue circles, three yellow crosses, two green stars and one red triangle). Test administration is purposely ambiguous; no instructions on “how” to sort are given.E. SUPPLEMENTAL TESTING1. Reading Disability SubtypesThere have been many attempts to subtype learning (reading) problems into distinct groups of individuals, by identifying similarities in their performance profiles.68-72 This reasoning is related to cognitive models that assume that significant differences in auditory- and visual-cognitive processing abilities account for different forms of learning problems. A popular approach is the achievement classification model based on performance in word recognition and spelling tasks.69,139 Standardized tests that are available to measure these parameters include:¾ Boder Test of Reading-Spelling Patterns¾ Dyslexia Determination Test, Third Edition.The Care Process 29The Boder Test and Dyslexia Determination Test identify the reading problem from the results of a reading recognition task involving graded word lists of regular and non-regular words. A reading grade level is obtained from this task.On the basis of this reading performance, an individualized list of spelling words is selected from the sight -word vocabulary and other words. Analysis of the types of spelling errors made is used to subtype the reading problem into dyseidetic, dysphonetic, or mixed type. The dyseidetic subtype is characterized by visual information processing deficits, including visual memory and visualization. There is a limited sight word vocabulary and an over-reliance on phonetic word decoding strategies that interfere with efficient reading. Poor understanding and application of phonetic decoding rules characterizes the dysphonetic subtype. Meanwhile visual information processing capacity is relatively strong. However, it is important to note that this reading disability subtype has been associated with magnocellular visual pathway deficits.2. Comprehensive Assessment BatteryThe following comprehensive assessment batteries are suggested:¾ Dyslexia Screening Test – Junior (DST-J)¾ Dyslexia Screening Test – Secondary (DST-S).The Dyslexia Screening Tests (DST-J, 6 years 6 months to 11 years 5 months; DST-S, 11 years 6 months to 16 years 5 months) are a comprehensive and diverse series of tests that purports to identify children who are at risk of reading delays. The tests include both achievement tests (1 minute reading, 2 minute spelling, 1 minute writing and vocabulary) and a series of diagnostic tests to access a range of skills that may be significant in the development of reading problems. These tests include measures of phonemic segmentation, rhyme detection and nonsense passage reading for phonological processing assessment, auditory memory, verbal and semantic fluency and fine motor skill.
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