Essentials of Dyslexia Assessment and Intervention (Essentials of Psychological Assessment)

Cover
Title Page
Copyright Page
CONTENTS
SERIES PREFACE
ACKNOWLEDGMENTS
Chapter One UNDERSTANDING DYSLEXIA
	INTRODUCTION
	WHAT IS DYSLEXIA?
	THE SIMPLE VIEW OF READING AND DYSLEXIA
	CHARACTERISTICS OF DYSLEXIA
	PREVALENCE OF DYSLEXIA
	DEFINITIONS OF DYSLEXIA
	MISCONCEPTIONS ABOUT DYSLEXIA
	CONCLUSION
	TEST YOURSELF
Chapter Two A BRIEF HISTORY OF DYSLEXIA
	INTRODUCTION
	EARLY CASE STUDIES AND INVESTIGATIONS BY PHYSICIANS
	EXAMPLES OF THE EARLIEST REPORTS
	DR. JAMES HINSHELWOOD
	DR. SAMUEL ORTON
	DR. NORMAN GESCHWIND AND DR. ALBERT GALABURDA
	PSYCHOLOGISTS AND EDUCATORS EXPLORING DIAGNOSIS AND TREATMENT
	DR. MARION MONROE
	DR. GRACE FERNALD
	DR. SAMUEL A. KIRK
	DR. DORIS JOHNSON AND DR. HELMER MYKLEBUST
	SUBTYPES OF POOR READERS
	CONCLUSION
	TEST YOURSELF
Chapter Three THE BRAIN AND DYSLEXIA
	HISTORICAL STUDIES RELATING BRAIN FUNCTION TO LANGUAGE AND READING DIFFICULTIES
	NEUROANATOMY 101
	FUNCTIONAL SYSTEMS UNDERLYING READING AND DYSLEXIA
	STRUCTURAL NETWORKS UNDERLYING READING AND DYSLEXIA
	STATISTICAL ISSUES IN BRAIN IMAGING
	IMPLICATIONS OF BRAIN IMAGING STUDIES FOR PRACTICE
	CONCLUSION
	TEST YOURSELF
Chapter Four GENETICS AND THE ENVIRONMENT
	GENETICS
	GENES AND CHROMOSOMES
	RESEARCH INTO THE GENETIC BASIS OF DYSLEXIA
	SPECIFIC GENES LINKED TO DYSLEXIA RISK
	FAMILY HISTORY
	TWIN STUDIES
	SEX DIFFERENCES
	COMORBIDITY
	ENVIRONMENT
	HOME ENVIRONMENT
	SCHOOL ENVIRONMENT
	CONCLUSION
	TEST YOURSELF
Chapter Five ASSESSMENT OF COGNITIVE AND LINGUISTIC RISK FACTORS
	PHONOLOGICAL AND PHONEMIC AWARENESS
	ASSESSMENT OF PHONOLOGICAL AWARENESS
	RAPID AUTOMATIZED NAMING
	ASSESSMENT OF RAN
	PROCESSING SPEED
	ASSESSMENT OF PROCESSING SPEED
	ORTHOGRAPHIC CODING
	MEMORY
	ASSESSMENT OF WORKING MEMORY
	CONCLUSION
	TEST YOURSELF
Chapter Six ASSESSMENT OF DECODING, ENCODING, AND READING FLUENCY
	DEVELOPMENT OF DECODING, ENCODING, AND READING FLUENCY
	EHRI’S PHASES OF SIGHT-WORD LEARNING
	STAGES AND PHASES OF SPELLING DEVELOPMENT
	STRATEGY THEORY
	INTEGRATION OF MULTIPLE PATTERNS
	ASSESSMENT OF DECODING AND ENCODING
	ASSESSMENT OF ORTHOGRAPHIC PROCESSING
	MORPHOLOGY
	ASSESSMENT OF MORPHOLOGY
	ASSESSMENT OF BASIC READING SKILLS AND SPELLING
	THE DUAL-ROUTE THEORY
	PSEUDOWORD READING AND SPELLING
	INSTRUCTIONAL LEVELS AND INFORMAL READING INVENTORIES
	ASSESSMENT OF READING FLUENCY
	METHODS OF ASSESSING FLUENCY
	CONCLUSION
	TEST YOURSELF
Chapter Seven PHONOLOGICAL AWARENESS AND EARLY READING AND SPELLING
	BLENDING
	SEGMENTATION
	PHONEMIC MANIPULATION TASKS
	SYSTEMATIC INTERVENTION
	TEACHING LETTERS AND SOUNDS
	PHONEME–GRAPHEME RELATIONSHIPS
	ORAL LANGUAGE
	EFFECTIVE COMMERCIAL PROGRAMS FOR EARLY LITERACY
	CONCLUSION
	TEST YOURSELF
Chapter Eight ORTHOGRAPHY AND ORTHOGRAPHIC MAPPING FOR READING AND SPELLING
	ACQUISITION OF ORTHOGRAPHIC MAPPING SKILLS
	PHONETIC DECODING VERSUS ORTHOGRAPHIC MAPPING
	ORTHOGRAPHIC MAPPING AND STUDENTS WITH DYSLEXIA
	STRATEGIES FOR WORD STUDY THAT PROMOTE MAPPING
		1. Teach Students the Vocabulary of Orthographic Mapping
		2. Teach Phoneme-to-Grapheme Mapping
		3. Introduce New Words and Vocabulary Orally
		4. Teach Common Rimes
		5. Use Words Similar in Appearance
		6. Use Backward Decoding
		7. Provide Practice Spelling Regular Words
		8. Read and Spell Nonsense Words
		9. Teach Syllables and Morphemes
		10. Use Oral Spelling
		11. Practice Reading Words in Context
		12. Provide Practice in Oral Reading
		13. Provide Practice Spelling and Reading Irregular Words
		14. Add Games to Practice Word Reading
	CONCLUSION
	TEST YOURSELF
Chapter Nine TEACHING THE ORTHOGRAPHIC SYSTEM BY INTEGRATING MORPHOLOGY, ETYMOLOGY, AND PHONEME–GRAPHEME RELATIONSHIPS
	MORPHOLOGY IS IMPORTANT FROM THE BEGINNING
	BUILDING AN UNDERSTANDING OF THE SYSTEM
	A WORD HAS A MEANING: A BASE HAS AN ORTHOGRAPHIC DENOTATION
	BOUND BASE ELEMENTS
	ETYMOLOGY AND ITS ROLE IN SPELLING
	SPELLING REVEALS THE IDENTITY OF WORDS
	TEACHING PHONEME–GRAPHEME RELATIONSHIPS IN THE CONTEXT OF THE OVERALL SYSTEM
	CONCLUSION
	TEST YOURSELF
Chapter Ten INSTRUCTION IN BASIC READING SKILLS AND SPELLING
	BASIC READING SKILLS
	BASIC PHONICS TERMINOLOGY
	PHONICS APPROACHES
	DECODABLE TEXT
	STRUCTURAL ANALYSIS
	HIGH-FREQUENCY AND IRREGULAR WORDS
	SPELLING
	INSTRUCTION IN PHONOLOGY, ORTHOGRAPHY, AND MORPHOLOGY
	SPELLING TESTS
	MODIFICATIONS IN THE SPELLING PROGRAM
	SPELLING INSTRUCTION FOR OLDER STUDENTS
	TYPES OF ERRORS
	GENERAL PRINCIPLES OF SPELLING INSTRUCTION
	EXAMPLES OF EFFECTIVE COMMERCIAL PROGRAMS
	CONCLUSION
	TEST YOURSELF
Chapter Eleven INSTRUCTION IN READING FLUENCY
	COMPONENTS OF READING FLUENCY
	READING FLUENCY INSTRUCTION
	DECIDING WHERE TO BEGIN INSTRUCTION
	EFFECTIVE INTERVENTIONS
	ADDITIONAL INSTRUCTIONAL METHODS
	EXAMPLES OF EFFECTIVE COMMERCIAL PROGRAMS
	CONCLUSION
	TEST YOURSELF
Chapter 12 TECHNOLOGY APPLICATIONS FOR STUDENTS WITH DYSLEXIA
	PERSONAL, INSTRUCTIONAL, AND ASSISTIVE TECHNOLOGY
	TECHNOLOGY TOOLS FOR STUDENTS WITH LITERACY BARRIERS DUE TO DYSLEXIA
	OPERATING SYSTEM FEATURES AND SUPPORTS
	DIGITAL TEXT
	ONLINE TOOLS
	WORD PROCESSING
	ARTIFICIAL INTELLIGENCE
	CHOOSING THE “RIGHT” TECHNOLOGY TOOL
	CONCLUSION
	TEST YOURSELF
Chapter Thirteen DYSLEXIA IN DIFFERENT LANGUAGES AND ENGLISH LEARNERS
	ORTHOGRAPHY IN DIFFERENT LANGUAGES
	ALPHABETIC ORTHOGRAPHIES
	LOGOGRAPHIC ORTHOGRAPHIES
	SYLLABIC ORTHOGRAPHIES
	DYSLEXIA ACROSS DIFFERENT ORTHOGRAPHIES
	DYSLEXIA IN LANGUAGES WITH DEEP ORTHOGRAPHIES
	DYSLEXIA IN LANGUAGES WITH SHALLOW ORTHOGRAPHIES
	DYSLEXIA IN NONALPHABETIC LANGUAGES
	DYSLEXIA OR SECOND LANGUAGE LEARNING?
	ASSESSMENT OF DYSLEXIA IN ENGLISH LEARNERS
	CONCLUSION
	TEST YOURSELF
Chapter Fourteen DYSLEXIA IN THE SCHOOLS
	LEGISLATION IMPACTING SCHOOLS AND STUDENTS WITH DYSLEXIA
	THE ROLE OF THE PUBLIC SCHOOL IN DIAGNOSING DYSLEXIA AND PROVIDING SERVICES
	DOES THE STUDENT HAVE CHARACTERISTICS OF A STUDENT WITH DYSLEXIA?
	ACCOMMODATIONS AND MODIFICATIONS
	EMOTIONAL IMPACT OF DYSLEXIA
	IMPORTANCE OF TEACHER TRAINING
	CONCLUSION
	TEST YOURSELF
Appendix A DESCRIPTIONS OF TESTS
	SUBTESTS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	INDEXES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SUBTESTS
	COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	TESTS AND COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	SUBTESTS AND COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	SUBTESTS AND COMPOSITES
	CORE SUBTESTS
	SUPPLEMENTAL SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SILENT READING INDEX
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS AND COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	TEST
	ITEM TYPES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SCALES
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TASKS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	REFERENCES
	SUBTESTS AND COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	RATING SCALES
	COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	RATING SCALES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SKILLS ASSESSED:
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	TESTS
	TOD-SCREENER (TOD-S)
	TOD-COMPREHENSIVE (TOD-C)
	TOD-EARLY (TOD-E)
	COMPOSITES
		TOD-C Reading and Spelling Domain
		TOD-C Linguistic Processing Domain
		TOD-C Vocabulary and Reasoning Domain
		TOD-E Reading and Spelling Domain
		TOD-E Linguistic Processing Domain
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	SUBTESTS AND COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS AND COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SUBTESTS AND COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
	SUBTESTS
	COMPOSITES
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS
	COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	CLUSTERS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	CLUSTERS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	CLUSTERS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	CLUSTERS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	TESTS
	CLUSTERS
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCES
	SUBTESTS AND COMPOSITE
	TYPES OF SCORES PROVIDED
	TECHNICAL INFORMATION
	RELEVANCE TO DYSLEXIA
	REFERENCE
Appendix B DESCRIPTIONS OF EVIDENCE-BASED PROGRAMS
	REFERENCES
	REFERENCES
	REFERENCES
	REFERENCES
	RELEVANCE TO DYSLEXIA
	PHONETIC READING MASTERY PROGRESSION: INTRODUCTION, REVIEW, PRACTICE
	SITUATION READING MASTERY PROGRESSION: INTRODUCTION, REVIEW, PRACTICE
	READING PRACTICE MATERIALS
	PLANNING READING PRACTICE ACTIVITIES
	REFERENCE
	REFERENCE
	DESCRIPTION OF TIER 1 SCHOOL-WIDE SCREEN-INTERVENE TO IDENTIFY LOW ACHIEVING READERS AND WRITERS AND PROVIDE THEM WITH EVIDENCE-BASED LESSONS THAT TEACH TO ALL LEVELS OF LANGUAGE (BERNINGER, 2020D)
	DESCRIPTION OF TIER 2 PROBLEM-SOLVING CONSULTATION RELEVANT TO INDIVIDUAL EDUCATION PLANS
	DESCRIPTION OF TIER 3 DIFFERENTIAL-DIAGNOSIS-DIFFERENTIATED INSTRUCTION
	REFERENCES
	ADDITIONAL READINGS
	MATERIALS:
	THE NATURE OF THE ENGLISH CODE
	THE THREE SKILLS NEEDED TO ACCESS THE CODE
	CHILDREN LEARN BEST IN CONTEXT AND THROUGH ACTIVE DISCOVERY
	REFERENCES
	REFERENCES
	REFERENCE
	REFERENCE
	REFERENCES
	REFERENCES
	REFERENCES
	EVIDENCE OF EFFECTIVENESS:
	VIDEOS:
	REFERENCE
	EVIDENCE OF EFFECTIVENESS:
	REFERENCE
	EVIDENCE OF EFFECTIVENESS:
	VIDEOS
	REFERENCES
	EVIDENCE OF EFFECTIVENESS:
	REFERENCE
	EVIDENCE OF EFFECTIVENESS
	TEACHER TRAINING
	REFERENCES
	LEARNING TO SPELL DEPENDS PRIMARILY ON LANGUAGE PROCESSES
	THE ORTHOGRAPHY OF ENGLISH IS NOT “CRAZY”: IT CAN BE EXPLAINED AND LEARNED
	EXPLICIT TEACHING OF LANGUAGE STRUCTURE, BY AN INFORMED TEACHER, WORKS BEST
	SPELLING AND READING ARE RECIPROCAL: ONE INFLUENCES THE OTHER
	WEAK SPELLERS TYPICALLY STRUGGLE WITH SPECIFIC LINGUISTIC CHALLENGES
	EXPLORING LANGUAGE CAN BE INTERESTING, FUN, AND ENGAGING!
	REFERENCES
	REFERENCES
	REFERENCES
	REFERENCE
	REFERENCES
	REFERENCES
Appendix C MOBILE APPS AND WEBSITES TO SUPPORT READING AND WRITING INSTRUCTION
	WORD READING AND SPELLING
	COMPREHENSION AND COMPOSITION
GLOSSARY
REFERENCES
SUGGESTED READINGS
ABOUT THE AUTHORS AND CONTRIBUTING AUTHORS
INDEX
EULA