An evaluation for developmental dyslexia or a language-learning disability is a comprehensive assessment for the following areas:
- oral language
- phonological skills (e.g., phonemic awareness, rapid automatic naming)
- decoding, reading fluency
- reading comprehension
- articulation skills
Reading or Dyslexia testing, as early as possible is critical for those who fit the profile. An evaluation is recommended but not required for our reading program. The International Dyslexia Association defines dyslexia as a “specific learning disability that is neurobiological in origin. It is characterized by difficulties by 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.”
There are three basic steps to an effective process:
- Show a reading problem according to age and education
- Evidence is collected to show high learning ability based on educational level of attainment, supporting its “unexpectedness”
- Demonstrate proof of isolated phonological weakness (research proves THIS is the cause of Dyslexia) with other higher level language skills relatively unaffected.
There is no single test score that ensures a diagnosis of dyslexia. It is the overall picture that matters. So, for example, if a very bright child scores in the average range on reading tests but cannot learn to read fluently and has trouble reading words in isolation or long words, she may very well have dyslexia.