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Individuals with dyslexia do not make random reading and spelling errors. There is a very distinct pattern to dyslexia. By using what we know from research about dyslexia we can determine with great accuracy whether or not an individual has dyslexia.
For more information please follow the link below and watch the video series titled, "Dyslexia: Symptoms and Solutions".
The following is the research-based definition of dyslexia used by the National Institutes of Health (NIH) and the International Dyslexia Association (IDA):
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.
The screening process is designed to determine if a student fits the dyslexia profile. We complete a thorough review of a student’s education history, prior testing and evaluation results, current schoolwork, parent interview, plus administer and score 10-13 informal and formal assessments to determine a student's strengths and weaknesses and if they match the areas listed in the research-based definition of dyslexia.
The results of the screening assessment will be provided in a written report that includes recommendations for intervention and classroom accommodations and will be reviewed in a face-to-face meeting. At this time any questions or concerns can be discussed.
1 in 5 people are dyslexic and dyslexia runs in families. Research supports the need and importance of early identification and intervention.
The consultation process can determine if a child fits the dyslexia profile based on an in-depth records review, examination of current schoolwork samples, and information shared in a phone interview with the parents. The final step in the consultation process is a meeting with parents to share the conclusion, recommendations, and the accommodations that are appropriate for their child's strengths and weaknesses.
The evaluation process includes all aspects of the consultation above, with the addition of an in-depth evaluation and report. The evaluation uses formal and informal screening tools to evaluate the child's strengths and weaknesses to determine if the child fits the dyslexia profile. Results of the screening will be reviewed in a face-to-face meeting, and in a 12 page written report that lists the results, conclusion, and recommendations for interventions and classroom accommodations.
The National Institute of Health has found dyslexia is identifiable from age 5 with 92% accuracy.
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