The Wide Range Achievement Test 4 (WRAT4) Spelling Subtest (blue form)
The spelling subtest of the WRAT4 assesses an individual’s ability to spell single words through encoding sounds into written form under untimed conditions. Single words of increasing difficulty are dictated, followed by the word in the context of a sentence.
LD’s standard score was 78 (well below average/low range). A persisting difficulty with spelling is typical of a dyslexic individual and LD had previously indicated a particular concern with his spelling ability. His knowledge of spelling rules was not secure. Although LD was able, in many instances, to provide phonetically plausible alternatives, several of the words were unrecognisable. The majority of errors were sounds that were missing, misheard or mis-sequenced.
Overall Spelling Summary
LD’s performance indicated that spelling was a far from automatic process. The type and frequency of LD’s spelling errors are consistent with an SpLD, dyslexia. LD’s lack of knowledge of spelling conventions suggests that there is an underlying difficulty with a weakness in visual memory which will make spelling skills much more difficult to master.
Writing
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The optional graphic speed sub test is designed to be a pure measure of perceptual motor competence uncontaminated by anything related to language. This test is useful because results may highlight weaknesses in speed due to the mechanical aspects of
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
Next, we need to tackle the many misconceptions associated with dyslexia. Many people acquaint having a learning disability as having a disease. This is completely false, dyslexia is not a disease, and therefore there is no magic pill that can cure it. Actually, there is no cure and it cannot be outgrown. According to the journey into dyslexia, “it is a lifelong issue.” However, it is manageable with the assistance and resources, those with dyslexia can continue to keep up and retain their grade level in
The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
Doctor Morgan of Sussex, England, published the first case of what is now known as dyslexia in 1896. Dr. Morgan wrote about Percy F, a 14-year-old boy who was intelligent, bright, quick with learning games, and the intellectual equal of his peers. He fell behind, however, in his inability to learn how to read. Today, as in 1896, most people associate intelligence with the ability to read, but Percy F and the experience of millions of people with dyslexia breaks down the relationship between reading and intelligence (1). But, researchers were left with the question, "What causes dyslexia if intelligence is not the marker?
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
Dr. W. Pringle-Morgan originally described dyslexia as “congenital word blindness,” in that he had a patient who was normal in all learning aspects other than his pronounced inability to read (Morgan, 1896). In order to test the severity of the child’s deficiency, Dr. Morgan devised a simple test to determine reading/writing capabilities in the patient, noting from his results that the patient was incapable of writing words exactly as they were spoken, as well as not being able to recognize all but the simplest words from a text. Other skills tested (arithmetic and algebra) fell within acceptable ranges of capability, and no other obvious deficiencies or defects were present. It was speculated that the child suffered a congenital condition similar to that described in adults to be “word blindness,” as his “visual memory for recalling written words” was absent. Anecdotal evidence, provided by the patient’s father in regards to teaching his son the alphabet, indicated that the child did suffer from an inability to map symbols (letters) to his memory for recall.
The Test 3 Phonics assessment determines a child’s ability to apply phonics skills in context, while the sub-tests measure the discrete phonics skills of initial consonants, initial blends and digraphs, vowels, phonograms, blending, and vowel pronunciation.
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
The Wilson Reading System (WRS) is the chief program of Wilson Language Training and the foundation of all other Wilson Programs. WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making adequate progress in their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability like dyslexia. As WRS is a structured literacy program founded on phonological-coding research and Orton-Gillingham principles, it directly and systematically teaches the structure of the English
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction defines spelling inventories as “a list of words specially chosen to represent a variety of spelling features at increasing levels of difficulty” (WTW, 2012). Spelling inventories are designed to help assess a student’s stage and what they know about words (WTW, 2012). There are many different types of spelling inventories. Some of these inventories are The Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper Level Spelling Inventory. The Primary Spelling Inventory (PSI) consists of a list of 26 words that begin with simple words, and ends with inflectional ending words (WTW, 2012). For example, the Primary Spelling Inventory in Words their
The aim of the experiment is to investigate how Stroop effect and color-word representation effects the amount of time it takes to correctly state the displayed color of a word. The average performance time for participants in both conditions was 15.6 seconds, demonstrating a significant difference between the two. Further, the scores each participant received were close to the average mean for each condition. Repeated measures was ideal in order to test the amount of time the participant took to complete both sections, increasing validity.
The long disputed debate about the primary cause of dyslexia is still very much alive in the field of psychology. Dyslexia is commonly characterized as a reading and writing impairment that affects around 5% of the global population. The disorder has frequently been hypothesized to be the result of various sensory malfunctions. For over a decade, studies have made major contributions to the disorder's etiology; however, scientists are still unclear of its specific causal. Initially, dyslexia was thought to be a reading disorder in children and adults (1). Later it was suggested to consist of both a visual and writing component, therefore characterizing it as more of a learning disability which affected people of normal intelligence's ability to perform to their fullest potential (5). In the current research, cognitive and biological perspectives have often been developed independently of one another failing to recognize their respective positions within the disorder's etiology.
Dyslexia is a disability that has many different facets that are unique to each individual, partially due to the varying degrees of severity; however, there are many common symptoms and characteristics of this disability that allow for classification. According to Campbell’s Psychiatric Dictionary (2009), “Dyslexia is manifested by an