Australian Dyslexia Association Inc - Solutions for Those that Learn Differently

How is dyslexia assessed?


The most important reason for assessing dyslexia is for effective educational treatment not a label.

There is no one single test which can identify dyslexia, the assessor must have a strong knowledge of language and reading development, how dyslexia affects learning in these areas and the required pedagogy. They must be knowledgeable in current diagnostic test selection and how to evaluate the results for educational instruction.

There are numerous misinterpretations and misleading use of the terms screening, assessment and a profile.

Checklists: Checks symptoms, all of which are behavioural and most people who do not have dyslexia can still check a lot of the boxes, not reliable on their own. Checklists are not a dyslexia assessment,pre assessment or self evaluation.

Profiling for dyslexia invovles two main steps:

Screening/Pre Screening Assessment: Appropriate research based screening tools can indicate a likelihood of dyslexia,however the screening needs to be done by an ADA Certified Member or equivalent who is qualified in using the screening tools and has an up to date knowledge of dyslexia and effective Multi sensory structured language approaches.A screener alone will not confirm dyslexia but will add to the individual learning profile and let you know whether dyslexia educational assessment is recommended, it is not a website checklist, it is an indvidualised pre assessment profile devised by the ADA Professional Board. Pre assessment profiling is a free service to all ADA members, this service is exclusive to the ADA and has been set up to avoid unnecessary over testing on students who may not require full dyslexia profiling.

Assessment: Dyslexia assessment forms part of full dyslexia profiling and is a more in-depth assessment of spoken and written language.Dyslexia Assessors should be ADA Certified or hold equivalent post graduate training including training in dyslexia/language based assessment.Assessment should be diagnostic,that is,designed to assess an individual's particular strengths and weaknesses and identify the underlying causes and dyslexia subtype/s.The assessment must be educationally based and driven,that is directed towards an educational support plan. The assessment needs to be individualised so that equitable classroom provisions and exam accommodations can be reported for the school,High school,TAFE or University. A full adult dyslexia profiling assessment can also be offered for workplace solutions as well as for personal reasons and goals.

Associated Difficulties:Profiling allows underlying differences to be identified,these differences are taken into account when planning for reading and spelling instruction,which are not limited to, but may include,individual cognitive processes,traits and other skills. Associated difficulties which may and often do co-exist with dyslexia and reading difficulties are also identified through effective profiling; these include but are not limited to;spelling and writing skills, attentional difficulties and other related differences.

Dyslexia Subtypes & Profiling:Since dyslexia occurs on a continuum and no two are proflies are exactly alike,dyslexia profiling is preferred to any discrepency or IQ models.Dyslexia profiling which includes an instructional educational plan and equitable provisions is preferred by the Australian Dyslexia Association in the identification and educational treatment of dyslexia and related language based difficulties. Dyslexia profiling involves careful assessment tools and clinical judgement, it is not a dyslexia test that can be commercially bought.

Profiling allows exclusionary assessment - ruling out other factors which may have affected an individuals ability to acquire adequate reading and spelling skills.

When all other factors are ruled out, then dyslexia can be presumed.

To ensure appropriate instruction, it is essential that identification practices focus on assessments that are directly related to effective instruction.Reports need to include  individualised equitable provisions and exam accommodations based on each individuals learning profile~

Caution on the word dyslexia testing-Pitfalls! Too may commercial businesses are now popping up all over Australia offering dyslexia tests and/or testing packages, it has become a case of parents be ware~ the ADA are advocating for regulation on Australian Dyslexia Identification practices.

"Educators need to be the ones trained to identify and teach those with dyslexia; teachers are in the field where observation becomes critical and knowledge becomes valuable". (Jodi Clements)

Additional Information:

Research:Dyslexia cannot be identifed through behavioural optometrist visual skills tests or an audiologist report nor can it be treated through ear or visual exercises.Up to 70% of individuals with dyslexia will have some degree of visual and auditory processing differences.

If dyslexia is suspected then this is the place to start! So many parents reveal to the ADA that they have spent a lot of $$ on separate tests from separate professionals who in fact,know about their area of expertise but have known very little about dyslexia or how to successfully identify and profile it .The problem is that even if they assume dyslexia, they may have their own views which may hold little basis for researched based accurate profiling and interpretation.The ADA also offers information on whether your child should be assessed and the next question by who?

Further help go to Dyslexia Screening & Assessment Service.

Further Information:
Latest Research on Dyslexia and IQ Tests: Dyslexia can occur across a range of intellectual abilities. Intelligence is not the issue~Until recently, an intelligence test (WISC) was considered to be a necessary part of dyslexia or LD evaluation because the diagnosis was based on finding a significant difference between IQ and reading skill.Poor achievement despite average or better intelligence was considered a key indicator. Current US regulations no longer require that such a discrepancy be present when making a diagnosis.

This change in the US regulations came about because many studies have shown that intelligence is not the best predictor of how easily a student will develop written language (reading and spelling) skills. Instead, oral language abilities (listening and speaking) are considered the best predictors of reading and spelling.(IDA,2010) 2.

The following statement is Without Prejudice and is based on parent interviews and teacher feedback:
Intelligence testing (AKA Psychometric testing) is being offered in Australian Schools quite prolifically,the ADA view many of these reports and view them with caution when it comes to profiling dyslexia. These tests are also known as WISC III or IV and WIPPSI .These tests are often administered by Ed Psychologists and Guidance Counsellors in schools to determine a Verified Disabilty for specific school funding. Dyslexia is not included on the verified disability list in any state of Australia and IQ tests are not relevant to reading and spelling skills.
There is a need for Australian parents and teachers to have access to up to date research on dyslexia (SLD) assessment. Most parents I have spoken to have already spent big $$ on IQ tests from an Educational Psychologist and the report included numerous standardised percentiles, which most parents stated that they did not understand. They also stated that the report contained no research based effective teaching plan.The ADA are concerned about the true validity of these types of tests~
Often the school's first and only available option is to offer an IQ test (WISC). If a parent or teacher suspect dyslexia than a preffered screening should take place as the first step in seeking inofmration to assit the child's learning.The ADA offer free initial profiling to all members and schools can refer students easily in order to assist them in their teaching and understanding.it is unreasonble to put a child "at risk" of dyslexia through a full IQ test, the results may be unreliable and irrelevant to specifically identifying dyslexia and the type of instruction required.

In order to improve the identification and educational treatment of dyslexia, the ADA offer accredited post grad training and certification in the educational treatment of dyslexia or a related difference. The ADA work within a network of ADA accredited and registered Educators, Linguists,Speech Pathologists, ADA informed GP's,Paediatricians and ADA informed endorsed Educational and Developmental Psychologists.

The Continuum of dyslexia  and reading difficulties

All children, including children with specific reading difficulties (dyslexia)and non specific reading difficulties benefit from early effective science/evidence based reading instruction. Early effective instruction in every school is paramount to any "Wait and fail model". The ADA believes that all children experiencing reading difficulties need to be identified as early as possible in the school system and given access to direct,explicit structured language instruction. If you feel that your child is slipping through the net, do not wait for the school, act now and learn about early identification of 'at risk' children and effective research based reading instruction.

Response to Intervention (RTI): RTI allows "at risk" children of reading difficulties to be identified and begins with immediate effective educational treatment.
"A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds, or has responded, to well founded intervention"  (Rose,Jim 2009) 1.
The Australian Dyslexia Association offers advice and workshops for parents and teachers interested in researched based early intervention strategies for literacy and the latest research on identification and Response to Intervention model.
References:
1. Rose,Jim. (2009) Identifying and Teaching children and Young People with Dyslexia and Literacy Difficulties. London
2.International Dyslexia Association Baltimore USA
3.Jodi Clements (2010) IQ Performance and Achievement-Did it help you, your child and the classroom teacher? Interview with parents of children with dyslexia.
© Copyright Australian Dyslexia Association Inc.2007