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Screening: What Is It and Why Is It Important?

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This fact sheet focuses on the importance of universal screening in the primary grades to identify students who are in need of reading intervention.
What are the purposes for different types of assessment?
Assessment can have multiple purposes:
* Universal Screening-to determine a student's risk for reading difficulty and the need for intervention
* Intervention Planning-to make data- based decisions for instruction informed by results of testing
* Progress Monitoring-to determine if progress is adequate or if more (or different) intervention is required
* Diagnostic Evaluation-to identify an individual's learning strengths and weaknesses and likely source of academic problems-and to determine if profile fits the definition of a learning disorder (diagnosis)
Universal Screening: K-2 Reading
Since research has shown that the rapid growth of the brain and its response to instruction in the primary years make the time from birth to age eight a critical period for literacy development (Nevills & Wolfe, 2009), it is essential to identify the instructional needs of struggling students as soon as possible. It is imperative to "catch them before they fall" (Torgesen, 1998). Thus, educators need to understand:
* The basic principles of universal screening
* Findings from cognitive science that are the basis of reading and literacy development
* Potential risk factors (i.e., "red flags") that indicate potential for common reading problems, including dyslexia
What is a screening?
Screening measures, by definition, are typically brief assessments of a particular skill or ability that is highly predictive of a later outcome. Screening measures are designed to quickly differentiate students into one of two groups: 1) those who require intervention and 2) those who do not. A screening measure needs to focus on specific skills that are highly correlated with broader measures of reading achievement resulting in a highly accurate sorting of students.

Universal screening tools have the following characteristics:
* Quick and targeted assessments of discrete skills that indicate whether students are making adequate progress in reading achievement
* Alternate equivalent forms so they can be administered three to four times a year
* Standardized directions for administration and scoring
* Have established reliability and validity standards
Why should we screen?
Universal screening results should identify those students who are potentially at risk for reading failure, including those who may have developmental reading disabilities.

Dyslexia is a neurobiological disorder. Research has shown that brain plasticity decreases through childhood. It takes four times as long to intervene in fourth grade as it does in late kindergarten (NICHD) because of brain development andbecause of the increase in content for students to learn as they grow older. Children at risk for reading failure can be reliably identified even before kindergarten. "Deficits in phonological awareness, rapid automatized naming, verbal working memory and letter knowledge have been shown to be robust precursors of dyslexia in children as young as age three" (Gaab, 2017). Extensive evidence exists that supports the fact that early intervention is critical. Struggling readers who do not receive early intervention tend to fall further behind their peers (Stanovich, 1986).

Psychological and clinical implications of poor reading development can be prevented/minimized if we identify and intervene as early as possible.
Screening Administration
A screening instrument needs to be quickly and easily administered. Screening can occur as early as preschool, but no later than kindergarten and at least three times a year through second grade. It is imperative for screening to occur for all children, not just the ones "at risk" or who have already been determined to have reading failure. Students who are English Language Learners or speak in a different dialect should be included in this assessment. Since "dyslexia is strongly heritable, occurring in up to 50% of individuals who have a first-degree relative with dyslexia" (Gaab, 2017) initial screening should include family history. Teacher input on a child's phonological, linguistic and academic performance is also essential. Teachers can complete screening tools that require their rating of a child's abilities on a scale to measure risk of reading disability.
What are typical screening measures by grade level?
Although a quick assessment, a screening battery should include key domains, identified as predictors of future reading performance.

Kindergarten:
Research indicates that kindergarten screening measures are most successful when they include assessment of the following areas: phonological awareness including phoneme segmentation, blending, onset and rime; rapid automatic naming including letter naming fluency; letter sound association; and phonological memory, including non-word repetition (Catts, et al. 2015; Jenkins & Johnson, 2008).

First Grade:
Research indicates first-grade screening measures are most successful when they include assessment of the following areas:
phoneme awareness, specifically phoneme segmentation, blending, and manipulation tasks; letter naming fluency; letter sound association; phonological memory, including nonword repetition; oral vocabulary; and word recognition fluency (i.e., accuracy and rate) (Compton, et al., 2010; Jenkins & Johnson, 2008).

The Center on Response to Interventions Screening Briefs indicate that oral reading fluency could be added in mid first grade.

Second Grade:
The Center on Response to Interventions Screening Briefs indicate that in second grade, screening assessment should include word identification, oral reading fluency, and reading comprehension. Word identification assessments should include real and nonsense words.

K - 2:
The assessment of oral expressive and receptive language (including vocabulary, syntax and comprehension) provides key information in an individual's reading profile and is predictive of reading outcomes. Unfortunately, there are limited measures at the K-2 level to assess these areas for screening purposes. Without such screening measures, testing for expressive and receptive language is usually done in diagnostic evaluations (Gersten et al., 2008).

There is no one test or assessment tool that measures all reading skills. Different assessments measure different discrete skills. Ideally, multiple measures for screening purposes should be used to ensure that all identified skills have been assessed at the appropriate grade level. When multiple measures are used to screen students, the accuracy of identifying those at risk improves significantly.

Some examples of screening assessment tools include (but are not limited to) DIBELS Next, Aimsweb, Predictive Assessment of Reading (PAR), and the Texas Primary Reading Inventory (TPRI). (Links to these examples are listed at the end of this fact sheet.)
Intervention Planning
Data from universal screenings should be used to make informed decisions about evidence-based interventions and the progress monitoring that should follow. Interventions should address the needs of the student, as identified by the screening process. Progress Monitoring is then done to determine if progress is adequate or if more (or different) intervention is required.
Progress Monitoring
Progress should be monitored frequently to determine the student's response to the chosen intervention and rate of improvement. The IES Practice Guide, Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades (Gersten et al., 2008) states that progress can be monitored weekly, but should be monitored no less than once per month.

Summary of suggested progress monitoring measures to use in K - 2:
What is a comprehensive diagnostic evaluation and how does it differ from screening?
According to the Dyslexia Assessment Fact Sheet (Lowell, Felton, & Hooks, 2014), a formal clinical evaluation is necessary to determine a diagnosis of dyslexia if the student continues to struggle with literacy skills, despite high-quality instruction using an RTI (Response to Intervention) approach. Areas to be assessed, in depth, by a team of individuals include the following: phonological awareness, phonological or language-based memory, rapid automatic naming, receptive vocabulary, phonics skills, decoding/encoding real and pseudo-words, oral reading fluency, writing at the sentence and paragraph level. Evaluations are completed by trained specialists (e.g., psychologists and neuropsychologists, speech and language pathologists, or educational specialists who have advanced degrees in assessment or education.)
Screening vs. Evaluation

Time Involved

Brief; Administered individually or in a group

Lengthy; Administered individually

Characteristics

Criterion Referenced; Curriculum based measures; Arbitrary cut-off points

Norm Referenced; standardized based on standard scores, percentiles, grade/age based equivalencies

Focus

Specific skill areas

Extensive assessment of functioning (cognitive, academic, linguistic, motoric, behavioral)

Administrator

Teachers

Trained specialist
(School Psychologist, LDT/C, Speech Language Therapist

Reason

Determine students who are at risk and in need of general education remediation

Identify strengths and weaknesses within profile in order to determine classification for special educations placement and services

References
The role of universal screening in primary grades to identify students who are in need of reading intervention has been widely studied. The old saying, "Just wait and they will catch up," does not hold up to all the empirical data and support for providing early intervention for struggling readers. Educators need to be well versed in the evidence-based methods that identify the risk for reading difficulty, and they need to make good decisions that provide appropriate educational interventions for their students who may be struggling. These decisions need to be informed by data that is gathered as a result of efficient assessments and progress monitoring that are accomplished in a regular and timely manner. It is critical that educators understand the importance of these factors in universal screening and early intervention to ensure that all students have the best opportunities for developing adequate literacy skills.

Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281-297.

Center on Response to Intervention (n.d.). Progress monitoring. Washington, DC: American Institutes for Research. Retrieved from https://intensiveintervention.org/data-based-individualization/progress-monitoring

Center on Response to Intervention (n.d.). Understanding Screening: What Do the Screening Standards Mean? Washington, DC: American Institutes for Research. Retrieved from https://intensiveintervention.org/resource/screening-standards-overviews

Center on Response to Intervention (n.d.). Screening tools chart. Washington, DC: American Institutes for Research. Retrieved from https://charts.intensiveintervention.org/ascreening

Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102(2), 327-340.

Foorman, Barbara R.; Francis, David J.; Shaywitz, Sally E.; Shaywitz, Bennett A.; Fletcher, Jack M.

Blachman, Benita A. (Ed). (1997). Foundations of reading acquisition and dyslexia: Implications for early intervention , (pp. 243-264). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xxii, 463 pp.

Gaab, N. (2017). It's a myth that young children cannot be screened for dyslexia. Baltimore, MD: International Dyslexia Association. Retrieved from http:// dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/

Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/ publications/practiceguides/

Hosp, M., Hosp, J., & Howell, K. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York, NY: Guilford Press.

Jenkins, J. R., & Johnson, E. S. (2008). Universal screening for reading problems: Why and how should we do this? New York, NY: RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/readingproblems

Lowell, S., Felton, R. & Hook, P. (2014) Basic facts about assessment of dyslexia. Baltimore, MD: The International Dyslexia Association.

Moats, L. C. (2005). Language essentials for teachers of reading and spelling module 8: Assessment for prevention and early intervention (K-3). Longmont, CO: Sopris West Educational Services.

Nevills, P., & Wolfe, P. (2009). Building the reading brain, PreK-3 (2nd ed.). Thousand Oaks, CA: Corwin Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406.

Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22, 32-39.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_re ading_pg_021809.pdf

The International Dyslexia Association (IDA) thanks Dee Rosenberg, M.A., LDT/C, Alison Pankowski, M.Ed., LDT-C, and Barbara Wilson for their assistance in the preparation of this fact sheet.

The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

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Universal Screening: K-2 Reading - International Dyslexia Association

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Web application providing a professional learning directory service

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Literacy Network Improvement Committee February 21, 2023 PK https://docs.google.com/forms/d/1Dv7cJasvujWVGBJ5cda3L4UT0rDmJf8vXCwKYpKHo10/edit You asked, we heard. Network and work together to meet your needs: support you as you work to support all students -- : focusing on those with challenges r...

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Ohio schools required to begin screening students for dyslexia risk next year

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All Ohio students in grades kindergarten through third grade will be screened for the risk of dyslexia in the 2023-2024 school year, thanks to two bills passed by the General Assembly in recent years and a guidebook developed by a committee to ensure children get reading intervention and don’t fall…

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Web application providing a professional learning directory service

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Ohio's Statewide Family Engagement Center

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Delay in learning to talk

Pronouncing words can be a challenge ("pusgetti" for "spaghetti")

Persistent "baby talk"

Remembering nursery rhymes and chants can be a challenge

Difficulty naming letters/numbers

Telling stories that are hard to follow

K-2nd Grade

Doesn't associate letter or letter combinations with sounds

Sounding out simple words like cat, map, and nap is a challenge

A history of reading problems in parents or siblings

Reads slowly, reads words incorrectly or reads without expression

Confusion with pairs such as before/after, right/left, etc.

3rd-5th Grade

Often guessing words because they cannot sound them out

Better at answering questions about text if it is read aloud

Difficulty pronouncing words correctly (e.g., "mazigine" instead of "magazine")

Writing can be a challenge, with frequent spelling mistakes

Skipping or misreading common short words

6th-12th grade

Reads slowly and becomes frustrated; doesn't like to read

Often skips over small words or leaves out part of longer words when reading aloud

Prefers multiple choice questions over fill-in-the-blank or other questions with short answers

Learning a foreign language can be a challenge

Memorizing facts, lists or directions can be tough

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Dyslexia Resource Guide for Ohio Families (Text and Audio Versions Available in 6 languages) - Ohio's Statewide Family Engagement Center

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Download PDF: Arabic | Chinese Simplified | English | Nepali | Somali | Spanish Audio Versions: 🔊 Arabic | Mandarin | Nepali | Somali | Spanish As many as 1 in 5 people have dyslexia worldwide! What is dyslexia? Dyslexia is one...

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5 Stages of Your Child's Reading Development 

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5 Stages of Your Child's Reading Development 

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Typical development in reading

The Simple View of Reading (SVR) offers one useful way to think about reading development. According to SVR, good reading comprehension requires two broad sets of abilities: word recognition and oral language comprehension. Each of these elements - word recognition and oral language comprehension - includes a set of specific component skills.
Word recognition encompasses, among other skills:

Phonological and phonemic awareness

Phonics and decoding skills

Automatic recognition of common words

The ability to read common phonetically irregular words

Oral language comprehension encompasses, among other skills:

Vocabulary knowledge

Background knowledge

Sentence (syntactic) comprehension

Understanding figurative language, such as metaphors, similes, and idioms

Word recognition and oral language comprehension are not equally important at all stages of reading development. For typical readers, word recognition abilities tend to be especially important in the early stages of learning to read, when children are learning phonics and developing the ability to read common sight words. Word-recognition skills tend to set a limit on reading comprehension in these early grades, because even if children have strong oral language comprehension skills, those skills cannot come into play while reading if they are unable to read many words.

Once children become proficient at word recognition, their further growth as readers tends to to revolve more around language comprehension than word reading. For typical readers, this shift usually occurs around third or fourth grade, when typical readers have developed accurate and relatively automatic word recognition. At this point, children can focus more of their attention on reading for meaning. They can begin to use reading as a tool for learning in content-area subjects such as history and science. Further growth in reading becomes more about developing higher-level comprehension abilities than about improving word recognition, although some growth in word reading still occurs. Jeanne Chall (1983) referred to this shift as the one from "learning to read" (in K to 3) to "reading to learn" (in Grades 4 and up). Of course, struggling readers may continue to have difficulties with word recognition well beyond third grade.

Reading experts like Linnea Ehri (1991, 2005), have identified the typical stages of reading development. These phases are briefly described below, in the context of typical expectations for reading by grade. Also see Spear-Swerling (2015) for a detailed discussion of typical development in reading.

Pre-K

At this stage, many children do not grasp the alphabetic principle and do not understand that printed words need to be "decoded" with attention to letters and letter patterns. For example, a typical four-year-old might recognize the word stop on a stop sign because of the red octagonal shape of the sign, but would not recognize the word stop printed on an index card. Ehri (2005) referred to this stage of word reading as pre-alphabetic. Many preschoolers do recognize some letters, such as those in their names, and they may grasp certain important print concepts, such as being able to identify the front and back of a book, or the fact that it is the print, not the pictures, that is "read." These important print concepts are more likely to be found in older preschoolers (ages 3 to 5) and in those who have had ample exposure to literacy - for instance, from frequent parental or teacher read-alouds. Also, children at this stage usually do have a rudimentary level of phonological awareness, such as the ability to rhyme or appreciate tongue-twisters.

End of kindergarten

By the end of kindergarten, typical children recognize all or nearly all letters, both upper case and lower case; they can name and give sounds for single letters, especially consonants. They may also know some short vowel sounds, particularly if those are taught as part of the kindergarten curriculum, and they may be starting to decode simple CVC (consonant-vowel-consonant) words (e.g., man, sit, hop) - again, especially if these skills are explicitly taught.

However, even when they have received some decoding instruction, typical children at this stage of development lack knowledge of sounds for many common letter patterns (e.g., ar, ee, oo, oa, igh, tch). They may confuse similarly-spelled words such as boat and boot or meet and met. Often they rely heavily on the first and last letters of a word rather than looking carefully at all letters in a word to decode it. Ehri (2005) refers to this stage of word reading as partial alphabetic, because children rely only on partial phonics cues in reading words. These characteristics are reflected in children's spelling. Spelling errors may involve omissions of or incorrect sequencing of sounds, for example, especially in the middle of words. Because of their limitations in decoding, children tend to be very dependent on picture or sentence context to help read words at this stage. Also, their oral language comprehension far exceeds their reading comprehension; they can comprehend much more sophisticated texts in listening than in reading, because of their limited word-recognition skills.

End of grade 1

Typical readers at the end of Grade 1 can decode a wide variety of unfamiliar one-syllable, phonetically regular words, including words with closed syllable patterns (e.g., man, fish, block, stamp), silent e (e.g., like, same, spoke), open (e.g., no, go, be, cry, by), vowel r (e.g., car, star, her, shirt), and vowel combinations (e.g., tree, stay, broom). Although at this stage typical readers do recognize some common words automatically, without the need for "sounding out," they still need to apply their decoding skills to many words, especially less common or long words. Ehri (2005) refers to this stage as full alphabetic, because children typically attend to all the phonetic cues in a word. At this stage, children's misspellings become more recognizable as the intended word because all sounds are represented even if a word is not spelled correctly (e.g., garbij for garbage). By the end of Grade 1, typical readers are much less dependent on pictures or sentence context to read words, because they have increasingly accurate skills for decoding unknown words and do not need to rely on context cues as frequently. However, children's oral language comprehension still far exceeds their reading comprehension at this stage.

End of grade 2

Children have an increasing ability to decode unfamiliar long words, including words with -consonant-le (e.g., stable, marble, needle), phonetically regular two-syllable words (e.g., basement, invite, mistake), and some multi-syllable words, especially words in their oral vocabularies (e.g., butterfly, potato, remember). Typical readers at this stage (and continuing into Grade 3) consolidate common letter patterns such as those associated with common prefixes, suffixes, and other word parts, to make word reading faster and more automatic. Ehri refers to this stage of word recognition as consolidated alphabetic. This stage tends to be one of rapid fluency development in text reading for typical children. Children's increased knowledge of common letter patterns also is reflected in their improved spelling of words.

Grades 3 and 4

By the end of Grade 3, typical readers have largely mastered basic word decoding skills, including skills for decoding most multisyllabic words, except for unusual words (e.g., words of foreign derivation such as rendezvous, or technical words such as photosynthesis). Typical readers can decode most unfamiliar words quickly and easily and also recognize most common words automatically ("by sight"). Thus, their reading fluency (i.e., their ability to read text quickly and easily as well as accurately) is generally well-established by this point, at least in grade-appropriate texts.

In Grades 3 and 4, the comprehension and vocabulary demands of texts used in school escalate substantially. Vocabulary and morphemic knowledge become especially important to reading comprehension and also to spelling. For example, if children know the meanings of common morphemes, such as that geo means earth or astro means star, they can use this knowledge to help infer the meanings of a variety of semantically related words, such as geology, geologist, geological, astronomy, astronomer, astronomical, and so on. Also, the spelling of morphemes is generally stable across a variety of words, so if children can spell common morphemes, this knowledge will improve their spelling as well as their vocabulary development.

At this stage, children increasingly use strategies to aid reading comprehension. These strategies include summarization, questioning, and inferencing, along with "fix-up" strategies for when comprehension fails, such as rereading or looking a word up in a dictionary. Students also learn to vary their approach to reading depending on the purpose for reading (e.g.studying for a test vs. reading for pleasure) and their knowledge base about the topic (they to read more carefully if the topic is unfamiliar and difficult). Typical readers also are sensitive to differences in text structure, recognizing that fiction and non-fiction texts are organized differently, and they can use their knowledge about text structure to aid comprehension. For example, in an informational text, the key idea of a paragraph often is contained in the first or last sentence; and headings and subheadings may highlight important ideas.

Because typical readers are usually skilled decoders at this point, they can devote more of their mental resources to comprehension. The gap between reading comprehension and oral language comprehension begins to narrow. Limitations on reading comprehension begin to revolve more around limitations in oral language comprehension, vocabulary, and background knowledge, than around word reading.

Middle and secondary levels

Reading is used as a tool in a wide variety of content area subjects such as science, social studies, and history. Comprehension strategies and speed of reading continue to develop. At this stage, typical readers are developing higher-order comprehension abilities in reading, such as integrating information from a variety of sources, reconciling differences in viewpoints across texts, and appreciation of literary symbolism and theme.

According to Biemiller (1999), even for typical readers, oral language comprehension and reading comprehension do not become fully comparable until about Grades 7 or 8. For adolescents and adults, reading comprehension may sometimes exceed oral language comprehension, as when students are reading complex narratives or dense informational texts, such as a science chapter on DNA. However, oral language remains an important avenue for learning even in the upper grades, particularly for students who have reading problems. For example, a high-school student with dyslexia may be able to develop content knowledge and advanced comprehension abilities much more easily through listening than through reading, because of ongoing difficulties in decoding or reading fluency.

For typical students at this level, especially those who are avid readers, reading becomes an increasingly important source of new vocabulary and background knowledge. Unusual words are encountered much more commonly in text than in spoken language, even the everyday conversation of college-educated adults. Skilled readers tend to receive more exposure to these unusual words and to new background knowledge, because they usually read much more than do poor readers. In fact, differences in volume of pleasure reading between good and poor readers are massive. For example, Cunningham and Stanovich (1998) estimated that fifth-graders at the 90 th percentile of reading achievement read the same number of words in two days of out-of-school pleasure reading, as students at the 10 th percentile read in an entire year! These differences in reading volume make an independent contribution to growth in reading and language skills (Mol & Bus, 2011), and can further widen the gap in achievement between good and poor readers. Avoiding this dynamic is one reason why early intervention for reading problems is so important.

Dyslexia and dysgraphia

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn. With appropriate teaching methods, students with dyslexia can learn successfully (Moats & Dakin, 2008).

Dysgraphia is a specific learning disability that causes problems with written expression. Students with dysgraphia may struggle with tasks such as holding a pen or pencil, writing letters clearly, spacing letters and words on a page, or maintaining consistency in the size, shape, and slant of the letters they write. Dysgraphia can also involve difficulty with composing written texts, thinking and writing at the same time, and spelling. Students with dysgraphia may have only impaired handwriting, only impaired spelling, or both. (Berninger & Wolf, 2009).

Executive function and reading

In recent years, a growing body of research has highlighted the role of executive function in learning to read. "Executive function" refers to a group of cognitive processes that we use to set goals, make a plan, pay attention, control our behavior, and ensure that tasks are completed and goals are achieved. These functions include:

Impulse control:the ability to stop or change behavior that is not appropriate to a given situation; to think before acting

Emotional control:the ability to moderate emotions through rational thinking

Flexible thinking: the ability to quickly switch focus and adjust to a new task or situation

Working memory: the ability to hold information in memory while completing a task

Planning and organizing: the ability to plan for and organize current and future task demands

Organization: the ability to create and manage systems for organizing materials and spaces

Task initiation: the ability to begin a task and independently generate ideas, responses, or problem solving strategies

Self-monitoring or self-regulation: he ability to monitor one's performance in relation to a standard of what is needed or expected

Executive function issues can be a major factor contributing to reading difficulties. A student who has trouble paying attention in class will have a harder time learning basic skills such as phonemic awareness and decoding. A student with poor impulse control may tend to impulsively guess at an unfamiliar word instead of taking the time to look at the letter patterns and try to sound it out. And even students with strong decoding and comprehension skills may still struggle to become skilled readers as a result of executive function difficulties. For example, a student may be able to make inferences when the information needed to make an inference is in close proximity. But if the necessary information is widely separated, the student may struggle to infer not because of a lack of language comprehension skills but because of inadequate working memory. That is, the student cannot hold the required information in memory while reading. This same student may have difficulties following multi-step directions. Please see the articles listed below for more information about executive function.

References on reading

Berninger, V., & Wolf, B. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science. Baltimore, MD: Paul H. Brookes.

Biemiller, A. (1999). ; Language and reading success. Cambridge, MA: Brookline Books.

Chall, J. (1983). Stages of reading development. New York: McGraw-Hill.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-15.

Ehri, L. C. (1991). Learning to read and spell words. In L. Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 57-73). Mahwah, NJ: Erlbaum.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167-188.

Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore: The International Dyslexia Association.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267-296.

Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248.

RAND Corporation, Teachers Matter: Understanding Teachers' Impact on Student Achievement. Santa Monica, CA:, 2012. http://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html.

Spear-Swerling, L. (2015). The power of RTI and reading profiles: A blueprint for solving reading problems. Baltimore, MD: Brookes Publishing Co.

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Introduction: How Children Learn to Read

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Typical development in reading The Simple View of Reading (SVR) offers one useful way to think about reading development. According to SVR, good reading comprehension requires two broad sets of abilities: word recognition and oral language comprehension. Each of these elements - word recognition and oral language comprehension - includes a set of specific component skills.

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Supporting Your Child's Reading at Home 

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Supporting Your Child's Reading at Home 

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Supporting Your Child's Reading at Home

Kindergarten: Introduction

These videos and activities provide families with information about how to support children as they practice foundational reading skills at home.

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability.

These Family Activities include easy-to-follow plans to help you support your child's foundational reading skills at home. Materials needed for each Family Activity, such as letter cards, are included. They begin with simpler activities and progress to more difficult ones. You may want to start with the first activity and move to the next when you notice that your child has a firm understanding of the content from that activity. We encourage you to select appropriate activities for your child, and feel free to set aside an activity that seems too difficult. The goal is to engage your child in activities that promote learning in a positive environment, not to induce frustration. The activities should be completed with the child, frequently, with patience, and positive feedback. Using the activities at home will be a fun way to spend family time together!

The Family Literacy Videos show families engaging their child in the Family Activities. The key points about the videos can help you know what to focus on for a specific activity.

Connect with REL Southeast

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Resource | Supporting Your Child's Reading at Home

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These videos and activities provide families with information about how to support children as they practice foundational reading skills at home. Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability.

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Thanks for Jackie Dietrich, NEOESC

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Really drafty.. did I say draft?  Please do not share broadly (esp the working doc), but if it helps in any way with your teams, use whatever you want. Hang in there!

Our updated Fall Plan: https://docs.google.com/document/d/1pViyV_uWpft0yz4B1kEYbI6Diu4oFODHlK2sR8U3Wvo/edit?usp=sharing

Our Working document for hanging stuff - the empty column is for workgroup input... when we have a workgroup ;-) https://docs.google.com/document/d/1MLym1b3-XPm4yobPpRSQWruPKJtQ5pY2HOIUraTpvCA/edit?usp=sharing

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DRAFT Dyslexia Plan - Kent CSD UPDATE Fall 2022

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Offering services free of charge

In creating the Children's Dyslexia Centers, formerly referred to as the 32° Masonic Learning Centers for Children, Inc, it has been our mission to provide professional treatment - free of charge - to children with dyslexia. Services are made available to children on a first-come, first-served basis. We're also committed to increasing public awareness of dyslexia as well as improving the standards of care through research and education.

Reaching more children

In the years to come, we expect to have at least 43 Children's Dyslexia Centers operating throughout the 15-state Northern Masonic Jurisdiction. These Children's Dyslexia Centers will bring our free services and proven teaching methods to more communities and to more children.

Setting high standards

Each Children's Dyslexia Center provides a highly qualified staff specially trained in the treatment of dyslexia. After professional assessment and evaluation of a student's needs, the staff then provides customized one-on-one instruction using a variety of techniques. In addition, each Children's Dyslexia Center provides training for local teachers or volunteers who want to tutor children with dyslexia.

Showing progress and promise

Children have made substantial advances through their work at our Children's Dyslexia Centers. Here are some descriptions of their progress in the words of their parents: "... our sincere appreciation for the gift of literacy you provide. all of you have significantly touched the lives or our children forever ..." "... our child's improvement in reading has been nothing short of miraculous. She is now reading to herself, to us and to her 4-year-old brother ..." "Not only have her reading skills grown but her confidence and self-esteem have grown as well."

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Offering services free of charge In creating the Children's Dyslexia Centers, formerly referred to as the 32° Masonic Learning Centers for Children, Inc, it has been our mission to provide professional treatment - free of charge - to children with dyslexia. Services are made available to children on a first-come, first-served basis.

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Ohio's Statewide Family Engagement Center

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Dyslexia Communication Tools for Schools - Ohio's Statewide Family Engagement Center

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Our Center partnered with the Ohio Department of Education, Ohio families, and educators to develop sample communication tools and guidance for schools related to Ohio's Dyslexia Laws. These resources are aligned with Ohio's Dyslexia Guidebook for schools, and can be copied/adapted for local use. If you would like to request additional communication tools or have [...]

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STRUCTURED LITERACY CERTIFICATION process
Certification Process
Districts are required to establish a Structured Literacy Certification process for teachers providing instruction in kindergarten through third grade. Districts determine locally which educators will become certified through this process. The certification process must align with Ohio's Dyslexia Guidebook.

NEW - District leaders may consider using this Certification Process Planning Tool, which includes a checklist of items to consider when establishing their structured literacy certification process.
Certification Pathways
Ohio law defines appropriate certification as either certification at a certified level, or higher, from a research-based structured literacy program or any other certification as recognized by a majority vote of the Ohio dyslexia committee.

This includes, but is not limited to, the following pathways recognized by a majority vote of the Ohio dyslexia committee. This document from the Ohio Dyslexia Committee provides more information on these pathways.

Completion of an independent training program or higher education program accredited by the International Dyslexia Association at the Accreditation Plus level. Note that programs with Accreditation Plus status include coursework, practicum, and an exam.

Structured Literacy Dyslexia Interventionist Certification or Structured Literacy Dyslexia Interventionist Alternate Route Certification from the Center for Effective Reading Instruction

Structured Literacy Dyslexia Specialist Certification or Structured Literacy Dyslexia Specialist Alternate Route Certification from the Center for Effective Reading Instruction

Certified Academic Language Practitioner from the Academic Language Therapy Association

Certified Academic Language Therapist from the Academic Language Therapy Association￼

Completion of an International Multisensory Structured Language Education Council (IMSLEC) accredited program.

Completion of an independent training program or higher education program accredited by the International Dyslexia Association at the Accreditation level, in addition to completing a practicum provided by an accredited provider and passing the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI). Further details and specifications for these three components can be found on this template, which will be used to document completion.

Note about this option: This process and form is for educators who already have completed significant work in structured literacy knowledge building and teaching but do not have the full training from an International Dyslexia Association-Accreditation Plus organization. This may be because their training was completed prior to the International Dyslexia Association introducing the Accreditation Plus status or they had a unique set of circumstances (significant prior training) that allowed them to complete an Accreditation Plus practicum without the connected coursework (typically not allowed). Individuals must complete the coursework, practicum and exam, as described below, to meet the certification requirement. Please use the template provided on page 2 to submit documentation of completion of all three components to the district.

It is recommended individuals beginning their certification journeys complete one of the International Dyslexia Association-Accreditation Plus trainings (all of these include coursework and a connected practicum). Practicums have specific coursework that is connected to their practicum experience. It may be most efficient to do a connected coursework and practicum option, all of which are included on the Accreditation Plus list.

OHIO REVISED CODE

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Certification Process Districts are required to establish a Structured Literacy Certification process for teachers providing instruction in kindergarten through third grade. Districts determine locally which educators will become certified through this process. The certification process must align with Ohio's Dyslexia Guidebook.

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Thanks for ESCWR's Dr. Kelly Moran

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Copy of Dyslexia Law Implementation Planning

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List of Approved Assessments | Ohio Department of Education

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The Department is releasing a Request for Qualifications (RFQ) for vendors wishing to be included on the 2024-2025 List of Approved Assessments in the following areas:

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Through the Ohio Department of Education and Workforce's LMS, educators have access to free courses and professional development opportunities, available anytime and anywhere. The LMS provides a variety of free courses and professional development on important state education initiatives.

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LNIC Multisensory Structured Literacy Certification Process

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MDT Member Selection / Learning Forward.

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MDT Member Selection / Learning Forward.

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Copy of LF Networks Tool 4_2 Brainstorm.docx

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Funding Guidance for Dyslexia Support Laws

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Funding Guidance for Dyslexia Support Laws

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Through the Ohio Department of Education and Workforce's LMS, educators have access to free courses and professional development opportunities, available anytime and anywhere. The LMS provides a variety of free courses and professional development on important state education initiatives.