Screening for The Why and the How

What are we Looking for? Often Dyslexics Struggle with: Rote Memory Dysgraphia Signs Working memory Processing Speed Phonological Processing and Manipulation of 3 Sounds Decoding, Rhyming, Sight words What are we Looking for?

Collect Previous Data Reading Scores/ AR Level/Rigby/ Spelling tests Handwriting sample – something they haven’t edited

Dysgraphia sample See Handout

When Screening, Remember… Testing can feel scary; many students struggle with anxiety Talk and put them at ease first, explain what you are trying to accomplish, give them a timeline It’s Ok to have a little fun – humor, smiling can ease tension Provide a few choices – type of paper, pencil, seating

Let’s keep it Simple to Start… Have student write “Full Name” (first, middle, last), address and phone number If age appropriate, days of the week, months of the year.

While they are writing, document; Pauses …. Unusual start points Finger grip What they say, sigh and body posture Hand or finger tension Distractions and Evasive Maneuvers

Some of the grips we see

What are we Looking for? Think running record… Reversals Unusual starting points Time pauses between letters Saying things like, “My whole name – middle too?, I don’t’ know my address, I can’t spell my last name” Omitting letters or sections Inserting extra letters Self corrections, erasures, rewriting letters Incorrect punctuation or capitalization Inconsistent spacing between letters or words What are we Looking for? Think running record…

Next: “Write the alphabet across the paper in lowercase letters” (Afterwards ask them if they were singing the song. If they say yes, commend them on using a solid learning strategy and ask if they like things like that, ex. 50 States song, etc.) This is the perfect time to watch their letter formation a b c d e f g h i j k l m n o p q r s t u v w x y z

What are we Looking for? Reversals Unusual starting points Time pauses between letters Omitting letters or sections Inserting extra letters Self corrections, erasures, rewriting letters Uppercase letters Self Vocalizing, singing the song, double checking what they wrote, going back to the beginning… Odd spacing, where the letters “sit”, or not descending below the line

Nonsense Word Component See Handout WHY? Eliminates visual memory/rote memory Forces student to utilize phonics knowledge Supercalifragilisticexpialidocious

Letter, Digraph, Units , Vowel Teams Sheet See Handout Often our learners have memorized their words by shape – breaking them into their smaller parts forces them to use phonics rules

Barton Screener See handout

Two Copies… 1.Take notes on one to refer back to 2. Second one for Master copy

DyslexiaQuest

DyslexiaQuest play.nessy.com Secret word – INSPIREDCHISEL Type in your name

DyslexiaQuest Reports