Teda Dyslexia in The Fie

4/30/15
DYSLEXIA
IN THE
FIE
Windy Clark, Gayla Lutz,
& Kara Zwolinski
Texas Educational
Diagnostician
Association
Conference
April 30, 2015
TODAYS OBJECTIVES
Analyze definitions and characteristics of Dyslexia, Specific
Learning Disability and Speech Impairment
Examine impaired cognitive processes associated with
Dyslexia, Specific Learning Disability, and Speech
Impairment
Reflect on the different pathways of dyslexia assessment
and identification
Reflect on General Learning Difficulty
MULTIDISCIPLINARY
TEAM
Texas Educational Diagnosticians

Association Annual Conference
4/30/15
BUILDING THE TEAM

Professionals must collaborate with
one another to meet the unique and
diverse learning needs of todays
children and youth in the inclusive
classroom.
- Simpson & Bakken, 2011
BUILDING THE TEAM

Many professions (ex: SLPs,
Psychologists, Audiologists, etc) are
trained in a clinical model and do not
understand the implications of
educational performance.
Each profession has their own jargon.
Professional development opportunities
are typically profession specific.
BUILDING THE TEAM

A team is a small number of people
with complementary skills who are
committed to a common purpose,
performance goals, and approach for
which they are mutually
accountable."
(Katzenbach and Smith, 1993)

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MULTIDISCIPLINARY TEAMS
Reading specialist/dyslexia specialist
Speech Language Pathologist
Educational Diagnostician/Licensed Specialist in School

Psychology
Special education teacher
General education teacher

RtI Coordinator
504 Coordinator
Administrator
Parents
STATE LAW
89.1040. Eligibility Criteria.
(b) The multidisciplinary team that collects or reviews

evaluation data in connection with the determination of a
student's eligibility must include, but is not limited to, the
following:
(1) a licensed specialist in school psychology (LSSP), an
educational diagnostician, or other appropriately certified
or licensed practitioner with experience and training in
the area of the disability;
or
(2) a licensed or certified professional for a specific eligibility
category defined in subsection (c) of this section.
STATE LAW
The determination of dyslexia is made by a
multidisciplinary team composed of members
who are knowledgeable about the
Student being assessed;
Assessments used;
Meaning of the collected data;
The reading process;
Dyslexia and related disorders;
Dyslexia instruction;
District or charter school, state, and federal guidelines for
assessment
State Dyslexia Handbook, Revised 2014, p. 21, 76

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MULTIDISCIPLINARY APPROACH TO
DYSLEXIA
Confusion on whether dyslexia falls under general
education or special education
Students do not always fit in a lane

When is it Dyslexia?
When is it LD?
Can a speech student also be identified with dyslexia?
Can a student with ADHD also be identified with dyslexia?
How do you assess for Dyslexia?
DEFINITIONS/CHARACTERISTICS
DYSLEXIA, SPECIFIC LEARNING DISABILITY, SPEECH
IMPAIRMENT
DYSLEXIA

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DYSLEXIA BASICS
SBOE passed the
revised handbook in
July, 2014
The Revised 2014
Handbook replaces all
previous Dyslexia
handbooks
SBOE-approved
procedures
School district
guidelines for written
procedures
p. 8
DEFINITIONS OF DYSLEXIA
(1) Dyslexia means a disorder of constitutional origin manifested
by a difficulty in learning to read, write, or spell, despite
conventional instruction, adequate intelligence, and sociocultural
opportunity.
(2) Related disorders include disorders similar to or related to
dyslexia such as developmental auditory imperceptions,
dysphasia, specific developmental dyslexia, developmental
dysgraphia, and developmental spelling disability.
Texas
Education
Code
38.003
p. 8
DEFINITIONS OF DYSLEXIA
Dyslexia is a specific learning disability that is neurological in origin.
It is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities. These
difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom instruction.
Secondary consequences may include problems in reading
comprehension and reduced reading experience that can impede
growth of vocabulary and background knowledge.
International
Dyslexia
Association

4/30/15
PATTERN OF STRENGTHS AND

WEAKNESSES APPROACH
Strengths
(average or better
overall ability)
Academic deficit(s) is
unexpected because
overall cognitive ability is
at least average.
Cognitive deficit(s) is
specific, not general or
pervasive
Cognitive
Weakness/Deficit
Consistent
Academic
Weakness/Deficit
DIFFICULTIES IN THE ACADEMIC

AREAS
p. 8
Strengths
(average or better overall
ability)
unexpected because
at least average.
specific, not general or
pervasive
Cognitive
Weakness/Deficit
Consistent
Reading words in
isolation, decoding
unfamiliar words, fluency
(rate/accuracy), spelling
SPECIFIC LEARNING
DISABILITY

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SPECIFIC LEARNING DISABILITY

Federal Regulations: 300.8 Child with a disability
(10) Specific learning disability
(i) General. Specific learning disability means a
disorder in one or more of the basic psychological
processes involved in understanding or in using
language, spoken or written, that may manifest itself
in the imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia.
34 CFR 300.304(c)(4) regulations related to

assessment indicate that a student should be
assessed in all areas related to the suspected
disability.
Although dyslexia is a condition that may manifest
itself in the imperfect ability to listen, think,
speak, read, write, spell, or do mathematical
calculations, it is not considered one of the 13
eligibility categories listed in the IDEA 2004
regulations.
SPECIAL EDUCATION ELIGIBILITY

IDENTIFYING A SPECIFIC LEARNING
DISABILITY
(9) Learning disability.
(B) A student with a learning disability is one
who:
(i) has been determined through a variety of
assessment tools and strategies to meet the
criteria for a specific learning disability as stated
in 34 CFR, 300.8(c)(10), in accordance with the
provisions in 34 CFR, 300.307-300.311; and

4/30/15

DISABILITY
(ii) does not achieve adequately for the child's age or

meet state-approved grade-level standards in oral
expression, listening comprehension, written
expression, basic reading skill, reading fluency skills,
reading comprehension, mathematics calculation, or
mathematics problem solving when provided
appropriate instruction, as indicated by performance on
multiple measures such as in-class tests; grade average
over time (e.g. six weeks, semester); norm- or criterionreferenced tests; statewide assessments; or a process
based on the child's response to scientific, researchbased intervention; and

DISABILITY
iii. does not make sufficient progress when provided a process

based on the child's response to scientific, research-based
intervention (as defined in 20 USC, 7801(37)), as indicated
by the child's performance relative to the performance of
the child's peers on repeated, curriculum-based
assessments of achievement at reasonable intervals,
reflecting student progress during classroom instruction; or
iv. exhibits a pattern of strengths and weaknesses in
performance, achievement, or both relative to age, gradelevel standards, or intellectual ability, as indicated by
significant variance among specific areas of cognitive
function, such as working memory and verbal
comprehension, or between specific areas of cognitive
function and academic achievement.
SPECIFIC LEARNING DISABILITY DUAL

DISCREPANCY/CONSISTENCY MODEL
There are six diagnostic markers for the presence of a learning
disability:
1. Is there a normative academic deficit present that reflects an

inability to achieve according to grade- or age-level
expectations despite adequate and supplemental
intervention?
2. Is there a cognitive processing deficit?
3. Does the pattern occur within an overall profile that is within
normal limits?
4. Is the cognitive deficit domain specific?
5. Is the academic deficit unexpected?
6. Is there a relationship between the cognitive deficit(s) and
academic deficit(s)?

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DIFFICULTIES IN THE ACADEMIC AREAS
Cognitive Strengths
(average or better
overall ability)
unexpected because
at least average.
specific, not general
or pervasive
Basic Reading
Cognitive
Weakness/Deficit
Reading Comprehension
Reading Fluency
Written Expression
Math Calculation
Math Reasoning
Listening Comprehension
Oral Expression
Consistent
SPECIAL EDUCATION ELIGIBILITY IDENTIFYING

A SPECIFIC LEARNING DISABILITY
Where does Dyslexia fit in???
Learning
Disability
Reading
Oral
Language
Math
Written
Expression
Basic
Reading
Reading
Comprehension
Reading
Fluency
Math
Calculation
Math
Reasoning
Oral
Expression
Listening
Comprehension
Dyslexia
SPEECH IMPAIRMENT

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SPEECH IMPAIRMENT
89.1040. Eligibility Criteria
(c)(10) Speech impairment. A student with a speech

impairment is one who has been determined to meet
the criteria for speech or language impairment as stated
in 34 CFR, 300.8(c)(11). The multidisciplinary team that
collects or reviews evaluation data in connection with
the determination of a student's eligibility based on a
speech impairment must include a certified speech and
hearing therapist, a certified speech and language
therapist, or a licensed speech/language pathologist.
SPEECH IMPAIRMENT
300.8 Child with a disability.
(c) (11) Speech or language impairment
means a communication disorder, such
as stuttering, impaired articulation, a
language impairment, or a voice
impairment, that adversely affects a
childs educational performance.
SI STUDENTS AT RISK FOR

DYSLEXIA
Late development of talking
compared to age peers
Age appropriate articulation
difficulties
Persistent difficulty sequencing
sounds (Ex: gispetti for spaghetti)
Continuance of baby talk
Difficulty following directions

4/30/15

DYSLEXIA
Irregular language development
(Ex: word order, grammar, usage)
Remembering names of colors,
shapes, letters
Difficulty recognizing sound
similarities
Confusion about simple directional
terms (Ex: up/down)

DYSLEXIA
There is considerable evidence that
50% of preschoolers and
kindergarteners with language
impairments are likely to have
subsequent reading difficulties in
primary or secondary grades.
Rescorla, L. A. & Dale, P. S. (2013)

DYSLEXIA
47% of preschoolers with isolated
articulation difficulties and 63% of
preschoolers with articulation and
language problems score >1sd below the
mean on reading tests at the end of 1st
grade.
Nathan, Stackhouse, Goulandris, & Snowling (2004) JSLHR

4/30/15

DYSLEXIA
If a child leaves 3rd grade not
reading at grade level that child
has only a one-in-seven chance of
EVER reading at grade level.
Goldsworthy, C. L. (2003)

DYSLEXIA
Children with language impairments who
require specialized instruction are
identified under the Individuals with
Disabilities Education Improvement Act of
2004 as having a speech and language
impairment or as having a specific learning
disability in the areas of listening
comprehension and/or oral expression.
The two areas overlap;
(Farrall, 2012, p.45.)
COGNITIVE PROCESSES &

UNEXPECTEDNESS
DYSLEXIA AND SPECIFIC LEARNING DISABILITY

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DYSLEXIA
DIFFICULTIES IN THE
COGNITIVE PROCESSES
p. 20
Strengths

ability)
unexpected because
at least average.
or pervasive
Phonological Awareness
(history of remediation),
Rapid Naming,
Orthographic Processing
Consistent
Word reading (words in

isolation), decoding
UNEXPECTEDNESS
p. 8
Listening comprehension,
reading comprehension, verbal
expression, mathematics,
vocabulary, written expression,
handwriting, ability to learn in
the absence of print
unexpected because
at least average.
or pervasive
Rapid Naming,
Consistent


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UNEXPECTEDNESS
p. 8
Listening comprehension,
reading comprehension, verbal
expression, mathematics,
vocabulary, written expression,
handwriting, ability to learn in
the absence of print
unexpected because
at least average.
or pervasive
Rapid Naming,
Consistent

The term Dyslexia does not apply to children who have learning difficulties that are primarily the result of visual, hearing, or
motor disabilities; of intellectual disability; of emotional disturbance, or of environmental, cultural, or economic disadvantage
Degree of Impairment
p. 8
It is important to note that individuals demonstrate

differences in degree of impairment.
State Dyslexia Handbook, Revised 2014, p. 8
Mild
Moderate
Severe
SPECIAL EDUCATION &

SPECIFIC LEARNING
DISABILITY

4/30/15
Special Education Eligibility Identifying

a Specific Learning Disability
For the purpose of identifying a Specific Learning Disability,
there are 7 general abilities most associated with crossbattery assessment and the consideration of a Dual
Discrepancy/Consistency pattern of strengths and
weaknesses:
Gc Comprehension Knowledge
Gf Fluid Reasoning
Gsm Short-Term Memory
Glr Long-Term Storage and Retrieval
Gv Visual Processing
Ga Auditory Processing
Gs Processing Speed

DIFFICULTIES IN COGNITIVE PROCESSES
Cognitive Strengths
(average or better
overall ability)
unexpected because
at least average.
or pervasive
Gc
Gf
Glr
Basic Reading
Gsm
Gv
Consistent
Gs
Reading Fluency
Written Expression
Ga
Executive Function
Math Calculation
Math Reasoning
Oral Expression

UNEXPECTEDNESS
Cognitive Strengths
cognitive ability)
unexpected because
at least average.
or pervasive
Gc
Gf
Glr
Basic Reading
Gsm
Gv
Gs
Executive Function
Reading Fluency
Written Expression
Ga
Consistent
Math Calculation
Math Reasoning
Oral Expression
The term Specific Learning Disability may not apply to children who have learning difficulties that are primarily the result of a visual, hearing, or
motor disability; of intellectual disability; of emotional disturbance; of cultural factors; of environmental or economic disadvantage; or of limited
English proficiency

4/30/15
Special Education Eligibility Identifying a Specific

Learning Disability
Within each of the 7 broad abilities, there are
numerous (over 80) narrow abilities associated
with specific learning disabilities.
When determining if the student has a specific
learning disability co-occurring with Dyslexia,
the diagnostician will investigate the specific
markers/narrow abilities of Dyslexia:
Phonetic coding (phonemic/phonological awareness),
Naming Facility (rapid naming), and

Basic
Reading
Auditory
Processing
(Ga)
Long-term
Retrieval
(Glr)
Phonetic
Coding (PC)
Naming
Facility (NA)
Visual
Processing
(Gv)
Orthographic
Processing
Visual
Memory
(VM)
Short-term
Memory
(Gsm)
Processing
Speed (Gs)
Working
Memory
(MW)
Perceptual
Speed (P)

Reading
Fluency
Long-term
Retrieval &
Storage (Glr)
Naming
Facility (NA)
Associative
Memory
(MA)
Visual
Processing
(Gv)
Processing
Speed (Gs)
Orthographic
Processing
Perceptual
Speed (P)

4/30/15
SPECIAL EDUCATION . . .
WHO SHOULD BE REFERRED?
Students who may display additional factors complicating
their dyslexia and will require more support than what is
available through the general education dyslexia program
OR
Students with severe dyslexia or related disorders who may
be unable to make a sufficient rate of academic progress
within any of the programs described in the procedures
related to dyslexia
SHOULD
Be referred to special education for evaluation and

possible identification as a child with a disability within
the meaning of IDEA 2004
WHAT IF THE STUDENT IS CURRENTLY

RECEIVING SPECIAL EDUCATION?
Students who are currently receiving special education
(i.e., speech) services may indicate a need for dyslexia
assessment.
Special education procedures must be followed:
The ARD committee and other qualified professionals, as appropriate, must
review existing evaluation data and on the basis of that review will identify what
additional data, if any, is needed to make an informed decision regarding the
identification of dyslexia.
If further assessment is recommended, the parent or guardian must receive
notice of assessment and procedural safeguards, and give consent for the
evaluation according to the requirements of the IDEA 2004.
The data must include assessment information from the domains listed in The
Dyslexia Handbook as part of the identification of dyslexia.
The determination of dyslexia is made by the ARD committee and should
include members who are knowledgeable about dyslexia and the reading
process as indicated in Chapter II of The Dyslexia Handbook.
ASSESSMENT AND IDENTIFICATION

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p. 13-14
PROCEDURES FOR ASSESSMENT

Evaluation should be conducted through 504
procedures or through the Individuals with

Disabilities Education Act (IDEA 2004)
Progression through tiered intervention is
NOT required
Parents/guardians always have the right to
request a referral
p. 16
STEP 1 - DATA GATHERING

If a student continues to struggle even
after targeted intervention, additional
information must be collected
This is done to confirm dyslexia, as
opposed to lack of appropriate instruction
Documentation should demonstrate
evidence of appropriate instruction and
progress monitoring
MULTIPLE MEASURES OF
ASSESSMENT
Identify
strengths/weaknesses
without norms
Observations
Parent & teacher reports
Work samples
Compared to others
IQ tests
Achievement tests
Cognitive Tests
p. 19
Performance level of
taught curriculum
Teacher-made quiz
Benchmarks
Informal
Curriculumbased
Normreferenced
Criterionreferenced
In relation to specific tasks
STAAR
TPRI/Tejas LEE

4/30/15
p. 18
ADDITIONAL DATA GATHERING (ELL)

Figure 2.3 Additional Data Sources for English Language Learners
Home Language Survey
Assessment related to identification for limited English
proficiency (oral language proficiency test and norm-referenced
tests all years available.
Texas English Language Proficiency Assessment System
(TELPAS) information for four language domains (listening,
speaking, reading, and writing)
Instructional interventions provided to address language needs
Type of language program model provided and language of
instruction
ENGLISH LANGUAGE LEARNER
Page
22
Identification guideposts of
dyslexia in other languages may
differ
Decoding in transparent
languages may not be a strong
indicator of dyslexia as reading
rate
May demonstrate concurrent

deficiencies in phonological
awareness and rapid naming
STEP 2 - FORMAL ASSESSMENT
Page
18
Students to be assessed for dyslexia at

appropriate times
Reading performance
Poor response to targeted intervention
Teacher and parent input
Recommendations for assessment

The earlier, the better
Later in a students career, if not previously
identified

4/30/15
ACADEMIC AREAS/COGNITIVE
PROCESSES
Page
20-21
Difficulties in the Academic Areas:

Letter knowledge
Word Decoding
Fluency (rate and accuracy)
Written Composition
Spelling
Difficulties in the Cognitive Processes:

Phonological and Phonemic Awareness (History of Remediation)
Rapid Naming Skills (May or may not be weak)
Orthographic Processing (May be selectively impaired)
INTERPRETATION OF DATA AND

ASSESSMENTS
Page
22
The student may exhibit strengths in areas

such as reading comprehension, listening
comprehension, math reasoning, verbal
ability yet still have difficulty with reading
and spelling. Therefore, it is not one single
indicator but a preponderance of data
(both informal and formal) that provide
the committee with evidence for whether
these difficulties are unexpected.
PROCEDURES FOR IDENTIFICATION
Page
23
Figure 2.5 Questions to Be Considered When Making a

Determination
Do the data show a pattern of evidence of low reading
and spelling skills that are unexpected for the student in
relation to the students other cognitive abilities and
provision of effective classroom instruction?
Does this pattern of evidence indicate the student has

dyslexia?

4/30/15
GUIDANCE DOCUMENTS TO
INTERPRET DATA
STATE DYSLEXIA REPORT (NON-LEP)

SPRING 2015
REGION 4 DYSLEXIA IDENTIFICATION GUIDANCE

DOCUMENT (ADAPTED FROM STATE)
SPRING 2015

4/30/15
What about the students who

do not meet a pattern of
strengths and weaknesses and
have general/pervasive
cognitive and academic deficits?
GENERAL LEARNING DIFFICULTY

(SLOW LEARNER, GLOBAL LEARNING DEFICITS)
CHARACTERISTICS OF GENERAL
LEARNING DIFFICULTY
Pattern is not consistent with SLD construct
Unexpected underachievement is not
present
Domain-specific cognitive weakness as a
primary contributing factor to poor
achievement not present
All performance are similar; expected
achievement
Flanagan, Ortiz, and Alfonso (2013). Proposed Characteristics of and Educational Foci for Individuals with Learning Difficulties that Vary in Type and Severity, in
Flanagan, Ortiz, & Alfonso, Essentials of Cross-Battery Assessment, Third Edition (pp. 267-270). Hoboken, NY: John Wiley & Sons, Inc.

4/30/15
CHARACTERISTICS OF GENERAL
LEARNING DIFFICULTY
Scores appear to be within low to below
average
Variation is not statistically significant

Little to moderate variation in cognitive and
academic abilities
Flanagan, Ortiz, and Alfonso (2013). Proposed Characteristics of and Educational Foci for Individuals with Learning Difficulties that Vary in Type and Severity, in
Flanagan, Ortiz, & Alfonso, Essentials of Cross-Battery Assessment, Third Edition (pp. 267-270). Hoboken, NY: John Wiley & Sons, Inc.
GENERAL LEARNING DIFFICULTY

PROFILE
Low to Below
Average Overall
Ability
Academic deficits are not
unexpected because
below average
Cognitive
deficits are
general
Cognitive
Weaknesses and
Deficits are general
Consistent
Academic
Weaknesses and
Deficits are general
SOMETHING TO PONDER
According to Kavale and colleagues (2005), About 14% of the
school population may be deemed Slow Learner, but this group

does not demonstrate unexpected learning failure, but rather an
achievement level constant with IQ level . . . slow learner has never
been a special education category, and What should not happen is

that designation of SLD be given to a slow learner (Kavale, 2005, p.
555). As such, it seems prudent for practitioners to adhere closely
to the DD/C operational definition of SLD (or another alternative
research-based model) so that SLD can be differentiated from other
disorders that also become manifest in academic difficulty
(Berninger, 2011; Della Toffalo, 2010).
Flanagan, Ortiz, & Alfonso (2013)

4/30/15
WHAT IS OUR RESPONSIBILITY AS

DIAGNOSTICIANS?
What if the student . . .
has been previously identified as having
Dyslexia;
is currently in a Dyslexia Intervention Program;
is not making adequate progress in the Dyslexia
Intervention Program based on repeated
curriculum-based assessments; and
is referred for a Full Individual and Initial
Evaluation and is found not to have a pattern of
strengths and weaknesses consistent with the
operational definition of a Specific Learning
Disability?

DIAGNOSTICIANS?
Lets consider what 89.1040 - Eligibility Criteria specifies as eligibility
criteria for a specific learning disability . . .
Determined through a variety of assessment tools and strategies
Does not achieve adequately in the one of the eight areas (OE, LC, WR,
BR, RFS, RC, MC, and/or MPS) when provided adequate instruction, as
indicated through performance on multiple measures
Does not make sufficient progress when provided

a process based on the childs response to
scientific, research-based intervention; or
Would the data from the scientific, research-based
Dyslexia Intervention Program fit this description if
it is also done with fidelity?
Exhibits a pattern of strengths and weaknesses in performance,
achievement or both

DIAGNOSTICIANS?
What if the student . . .
is (or possibility is not if evaluation was
requested by a parent) receiving TIER III
interventions; and
is referred for a Full Individual and
Initial Evaluation and is found not to have
a pattern of strengths and weaknesses
consistent with the operational definition
of a Specific Learning Disability?

4/30/15

DIAGNOSTICIANS?
Lets, again, consider what 89.1040 - Eligibility Criteria specifies as
eligibility criteria for a specific learning disability . . .
Determined through a variety of assessment tools and strategies
Does not achieve adequately in the one of the eight areas (OE, LC, WR, BR,
RFS, RC, MC, and/or MPS) when provided adequate instruction, as
indicated through performance on multiple measures
Does not make sufficient progress when provided a

process based on the childs response to scientific,
research-based intervention; or
a)
b)
If the student was receiving TIER III intervention . . . Is there

evidence that the intervention is a scientific, research based
intervention done with fidelity, and progress monitoring
data is conclusive?
If the student was not receiving TIER III intervention . . .
Should a recommendation be included in the FIE to address
a scientific, research-based intervention with specifics on
fidelity and progress monitoring?
Exhibits a pattern of strengths and weaknesses in performance,

achievement or both
NATIONALLY CERTIFIED EDUCATIONAL DIAGNOSTICIAN
CODE OF ETHICS
B. Responsibilities to Individuals
Undergoing Assessments
1. Diagnosticians are committed to
developing the highest educational
and quality of life potential of
individuals with exceptionalities
C. Professional Competency
4. Interpretation and Reporting of Results
g. Diagnosticians who have the responsibility for
making decisions about learners or policies based
upon test results have a thorough understanding of
applicable assessment procedures, educational
theory, methodology, and research.
ANY QUESTIONS?

4/30/15
THANK YOU!
Windy Clark
windy.clark@esc4.net
Gayla Lutz
gayla.lutz@esc4.net
Kara Zwolinski
kara.zwolinski@esc4.net
REFERENCES
Carson, L., Gillon, G., & Boustead, T. (2012). Classroom Phonological Awareness Instruction and Literacy
Outcomes In the First Year of School. Language, Speech, and Hearing Services in Schools,
doi:10.1044/0161-1461(2012/11-0061).
Farrall, M. L. (2012). Reading assessment: linking language, literacy, and cognition. Hoboken, New Jersey:
John Wiley & Sons, Inc.
Flanagan, Ortiz, and Alfonso (2013). Proposed Characteristics of and Educational Foci for Individuals with
Learning Difficulties that Vary in Type and Severity, in Flanagan, Ortiz, & Alfonso, Essentials of CrossBattery Assessment, Third Edition (pp. 267-270). Hoboken, NY: John Wiley & Sons, Inc.
Flanagan, Ortiz, and Alfonso (2013). Common Components of Alternative Research-Based Methods of SLD
Identification in Flanagan, Ortiz, & Alfonso, Essentials of Cross-Battery Assessment, Third Edition (p.240).
Hoboken, NJ: John Wiley & Sons, Inc.
Goldsworthy, Candace L. Developmental Reading Disabilities: A Language Based Treatment Approach
Second Edition. Canada: Thomson Learning, Inc., 2003.
Rescorla, L. A. & Dale, P. S. (2013). Late talkers. Baltimore, Maryland: Paul H. Brookes Publishing Co.
Richards, Regina G. The Source for Dyslexia and Dysgraphia. East Moline, IL: LinguiSystems, Inc., 1999.
Texas Education Agency. (Revised 2014) The dyslexia handbook: Procedures concerning dyslexia and
related disorders. Austin, Texas.


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4/30/15

Texas Educational Diagnosticians

BUILDING THE TEAM

BUILDING THE TEAM

BUILDING THE TEAM

Texas Educational Diagnosticians

Educational Diagnostician/Licensed Specialist in School

General education teacher

(b) The multidisciplinary team that collects or reviews

Texas Educational Diagnosticians

Students do not always fit in a lane

How do you assess for Dyslexia?

Texas Educational Diagnosticians

Texas Educational Diagnosticians

PATTERN OF STRENGTHS AND

DIFFICULTIES IN THE ACADEMIC

Texas Educational Diagnosticians

SPECIFIC LEARNING DISABILITY

34 CFR 300.304(c)(4) regulations related to

SPECIAL EDUCATION ELIGIBILITY

Texas Educational Diagnosticians

SPECIAL EDUCATION ELIGIBILITY

(ii) does not achieve adequately for the child's age or

SPECIAL EDUCATION ELIGIBILITY

iii. does not make sufficient progress when provided a process

SPECIFIC LEARNING DISABILITY DUAL

1. Is there a normative academic deficit present that reflects an

Texas Educational Diagnosticians

SPECIFIC LEARNING DISABILITY

SPECIAL EDUCATION ELIGIBILITY IDENTIFYING

Where does Dyslexia fit in???

Texas Educational Diagnosticians

(c)(10) Speech impairment. A student with a speech

SI STUDENTS AT RISK FOR

Texas Educational Diagnosticians

SI STUDENTS AT RISK FOR

SI STUDENTS AT RISK FOR

SI STUDENTS AT RISK FOR

Texas Educational Diagnosticians

SI STUDENTS AT RISK FOR

SI STUDENTS AT RISK FOR

COGNITIVE PROCESSES &

Texas Educational Diagnosticians

(average or better overall

Word reading (words in

Word reading (words in

Texas Educational Diagnosticians

Word reading (words in

It is important to note that individuals demonstrate

SPECIAL EDUCATION &

Texas Educational Diagnosticians

Special Education Eligibility Identifying

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY

Texas Educational Diagnosticians

Special Education Eligibility Identifying a Specific

SPECIAL EDUCATION ELIGIBILITY IDENTIFYING

SPECIAL EDUCATION ELIGIBILITY IDENTIFYING

Texas Educational Diagnosticians

Be referred to special education for evaluation and

WHAT IF THE STUDENT IS CURRENTLY

ASSESSMENT AND IDENTIFICATION