Testing and Evaluating according to the International Dyslexia Association (IDA)
Dyslexia: is a neurobiological learning difficulty that makes it hard to read, spell, and understand written words. It is usually caused by differences in how the brain processes language.
Dyslexia can occur on its own, but it can also be associated with other challenges, such as difficulties with attention, memory, or other language-based issues. While dyslexia primarily affects reading, it may co-occur with other learning or cognitive difficulties.
What is Evaluation?
Evaluation refers to the process of gathering information to determine why a child is struggling with reading, including screening, testing, diagnosis, and interventions. It involves collaboration between the child's family, educators, and professionals.
Why is Evaluation Important?
Diagnosis: Helps identify the source of the reading difficulty through formal and standarzied testing, should include a dynamic assessment, based on ongoing data, and confirmed only when other factors are ruled out.
Dynamic Assessment: is an evaluation method that focuses on identifying a person’s potential for learning, rather than simply measuring what they already know. It is a more interactive and flexible approach than traditional assessments, emphasizing the process of learning and the individual's ability to improve with support or instruction.
Intervention Planning: Provides a tailored reading intervention that addresses specific skill gaps based on the child's current reading level.
Documentation: Essential for securing special services and accommodations, such as in education or the workplace.
When Should a Child be Evaluated?
Early identification through screening is crucial. These tools help pinpoint children "at risk" of reading difficulties.
Evaluation is particularly important in early grades (Kindergarten to first grade), focusing on phonological awareness, memory, and rapid naming skills.
By first grade, assessments of word reading, decoding, and spelling become important in understanding the gaps in a child's reading development.
What Should Be Included in the Evaluation?
Key areas of assessment should include:
Background Information: History of language delays, school attendance, and interventions.
Intelligence: Intelligence tests are no longer a required part of dyslexia diagnosis but are used to rule out other cognitive issues.
Oral Language Skills: Assesses listening, understanding, and spoken language abilities. A child with strong oral skills but poor reading or spelling abilities may need dyslexia evaluation.
Word Recognition: Measures the ability to recognize and read single words, with a focus on both accuracy and fluency.
Decoding: The ability to read unfamiliar words using letter-sound knowledge.
Spelling: Evaluates the ability to spell words from memory, which can highlight difficulties in language processing.
Phonological Processing: Assesses the ability to recognize, recall, and sequence sounds in words.
Automaticity/Fluency: Measures speed in naming items, which impacts reading fluency.
Reading Comprehension: Assesses the ability to understand and remember text, which is affected by difficulties in decoding.
Vocabulary Knowledge: Measures the understanding of words, which is crucial for reading comprehension.
End Goal: The ultimate aim of the evaluation is to create a personalized treatment plan that addresses the child's specific literacy needs, guiding evidence-based intervention.
Conclusion
This detailed evaluation process helps to identify the specific nature of a child's reading difficulties, tailor interventions, and ensure appropriate accommodations for their needs. Evaluations should be conducted with attention to the child's family history, early development, and current educational experiences, and should include multiple types of assessments to get a complete picture of the child's abilities and challenges.
Here’s a simplified list of common signs of dyslexia, although they can vary based on age, educational background, and co-occurring factors:
Family History & Early Development
Family history of reading or spelling difficulties
Normal prenatal and birth history
Speech/language delays or difficulties
Early Childhood/Primary Grades
Trouble with rhyming, blending sounds, learning the alphabet, and linking letters to sounds
Difficulty learning spelling rules (e.g., spelling words phonetically like “lik” for “like”)
Difficulty remembering high-frequency words like "the," "said," and "of"
Listening comprehension is stronger than reading comprehension (understands stories when read aloud but struggles to read them independently)
Middle & Secondary School
Reluctant readers
Slow, word-by-word reading, especially with unfamiliar or nonsense words
Poor spelling (miscodes sounds, leaves out letters or syllables)
Slow, poor quality writing
Mispronunciation of common words (e.g., saying “floormat” for “format”)
Difficulty using or understanding complex grammar
Stronger listening comprehension than timed reading comprehension, though equal when untimed
Weak vocabulary knowledge and use