Diagnosis Of Dyslexia
The earlier diagnosis of dyslexia is conducted, the more effective the treatment is likely to be.
It is not always easy for parents or teachers to identify and do diagnosis of dyslexia in very young children since the signs can often be very subtle.
But early signs like difficulty differentiating sounds, especially in the beginning or end of words, can indicate future problems.
To help the child to learn to read, a different approach may be used where learning sound-letter matching is used to understand words, and by using a method of building up and sounding out words known as segmentation and synthesis.
If the child still has problems, additional teaching and support would have to be arranged for him/her, with a different approach consisting of one to one teaching or small group work, such as short and frequent inputs 2 to 3 times a day for fifteen minutes. Children with moderate or mild dyslexia have been found to make good progress when this kind of support is given to them.
If there is still room for concern after additional support and teaching has been provided to the child, an in-depth assessment may be required.
Further diagnosis of dyslexia
Reading problems are of different types and dyslexia is one of them. There is the broad term, learning disability. The symptoms of dyslexia experienced by a student may cause problems but they may not be disabling. There are federal guidelines a student has to meet to be eligible for the special education services of the education department of his state.
There are several methods which determine whether a student is eligible or not.
Diagnosis of dyslexia includes an evaluation of intelligence, speech/language and educational assessments. The assessments are expected to include inputs from parents and teachers, observations, analysis of school work, social and developmental histories.
During the diagnosis of dyslexia process, the assessors look at the evidence of dyslexia and other factors that might be responsible for the student’s reading problems. These factors include lack of attendance, inadequate instruction, economic or social factors, vision or hearing difficulties.
Diagnosis of dyslexia: discrepancy in Aptitude/Achievement
A student has to meet the following norms to be considered eligible:
- the student must have intelligence test score which is average or higher
- the student’s score in written language and reading tests are considerably below his/her score in intelligence tests
- All other possible causes of failure have been ruled out
Diagnosis of dyslexia: response to intervention method
A new method was introduced in 2004 to determine the level of disability (known as Reauthorization of the Individuals with Disabilities Education Act, or IDEA).
Though the steps followed in this method may vary in the different states, it basically involves intervention and identification on three levels:
# Level 1: The student undergoes suitable instruction in writing and reading. If the difficulties experienced by her continue, she is introduced to the subsequent level of intervention.
# Level 2: The student is given more personalized intervention. If the difficulties continue, she goes on to the next intervention level.
# Level 3: This level would place the student in a special program for education.
Am I Dyslexic