You Asked! Question 20

Q20:  I understand that the California Department of Education has released dyslexia guidelines.  Do you have a summary of these guidelines that I can share with my school district?

A:  Yes.  You are correct the California Department of Education released statewide dyslexia guidelines on August 14, 2017 by posting them on their website.  For your convenience, Decoding Dyslexia CA has summarized the highlights of the California Dyslexia Guidelines into a 2-page document that can be downloaded and shared.

The 119-page complete version of the guidelines can be found on CDE’s website here.

 

You Asked! Question 3

Download a PDF version of this You Asked question and answer HERE.

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?

Auditory processing is an extremely broad umbrella term that includes phonological processing. A student might have both a significant strength (e.g., listening comprehension) and a significant weakness (e.g., phoneme segmentation) under the broad category of auditory processing. Therefore, listing the broad term, auditory processing, as the processing deficit underlying a learning disability is not specific enough to inform choices for appropriate intervention to remediate the academic achievement deficits that are the result of the learning disability.

Phonological processing, under the category of auditory processing, can be divided into three components: phonological memory, phonological awareness, and naming speed (Wagner, Torgesen, Rashotte, 1999).

In summary, the broad term, auditory processing, is not precise enough to inform planning of appropriate recommendations for instructional strategies to remediate the academic skill deficits that are the result of a deficit in any one or more of the components of phonological processing: phonological awareness, phonological memory, or naming speed. Therefore, use of the broad term, auditory processing, to label a measured deficit in phonological processing, is not in compliance with CA Education code section 56334.

(Source:  Nancy Cushen White, Ed.D. Clinical Professor—Pediatrics-Adolescent and Young Adult Medicine-UCSF /UCSF Dyslexia Research Center)

For more YOU ASKED questions and answers click HERE