Assessment and Screening

Child Find

Q11:  I am a teacher and suspect one of my students may be displaying signs of dyslexia. What should I do?  Is it okay to alert the parents as to my concerns?

Q12:  Student exhibits signs of dyslexia, but school wants to delay assessing in order to see how student first responds to RTI (or is recommending Student Study Team (SST) meetings). Does assessing need to be delayed for special education eligibility?

Screening

Q1:  What screening tools can my school use in identifying students who are at risk for dyslexia?

Phonological Processing

Q3:  Student has below average scores in phonological processing. School states this is an “auditory processing” deficit and will not specify as a “phonological processing” deficit. Why is it important to be specific as to the area(s) of deficit?

Q4:  Can a below average score in an area of phonological processing (i.e. phonological awareness, phonological memory or rapid naming) be a possible indication of dyslexia?

Q14:  My student was assessed and did not show signs of a phonological processing deficit but my student still struggles greatly with reading and spelling.  Do all dyslexic children display phonological processing deficits?

Specific Learning Disability

Q7:  My student’s reading is slow but accurate. However, his/her spelling is extremely poor.  Is the school required to consider deficits in spelling in assessing for Special Education eligibility? Can he/she still be dyslexic?

Q10:  Is dyslexia a medical diagnosis and who can diagnose dyslexia?  Is an outside diagnosis of dyslexia required in order to be eligible for special education and/or Section 504 plan?

Independent Educational Evaluation (IEE)

Q13:  Student was assessed for Special Education eligibility and was denied. I believe my student has dyslexia. School disagrees.  What can I do?

Co-Occurring Disabilities

Q6:  How is ADHD different from Dyslexia? I am concerned that my student has dyslexia but am being told by the school psychologist that it is just “inattention” issues that are preventing my student from being able to read at grade-level?