Overcoming Dyslexia

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are “at risk” for reading difficulty. Preventive intervention should begin immediately, even if dyslexia is suspected. How the child responds to supplementary instruction will help determine if special education services are justified and necessary. There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener. If the risk factors are present, teachers should follow the protocols set-up within their school’s policies to meet with parents regarding further evaluation. The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt et al., 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-to-18- year- old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Never/ not at all Rarely/ a little Sometimes Frequently/ quite a bit Always/ a great deal 1. Has difficulty with spelling 1 2 3 4 5 2. Has/had difficulty learning letter names 1 2 3 4 5 3. Has/had difficulty learning phonics (sounding out words) 1 2 3 4 5 4. Reads slowly 1 2 3 4 5 5. Reads below grade level 1 2 3 4 5 6. Requires extra help in school because of problems in reading and spelling 1 2 3 4 5 Total Score 21 = Significant Risk See below for details for each Risk Group. Minimal Risk: The score indicates that there is little in the child’s developmental history to indicate that he/she is at risk for a reading disability (dyslexia). However, if there are concerns about the child’s reading progress, an evaluation with the school or a licensed child psychologist is recommended to examine the nature of these difficulties. 13
Moderate Risk: The score indicates that there are features of the child’s developmental history (e.g. difficulty learning letters, required extra reading help) that may be consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. If there are concerns about the child’s reading progress, an evaluation with the school or a licensed child psychologist is recommended to examine the nature of these difficulties. Significant Risk: The score indicates that there are several features of your child’s developmental history (e.g. difficulty learning letters, required extra reading help) that are consistent with a reading disability (dyslexia). Reading disability constitutes a very common learning disability, affecting approximately 5-10% of the United States population. Reading disability is characterized by slow or effortful reading, difficulty sounding out new words, and problems with spelling. The results of this questionnaire indicate that your child may be experiencing some or all of those symptoms. A formal evaluation with the school or a licensed child psychologist is strongly recommended, so that your child can get the reading support he/she needs, if appropriate. ADDITIONAL RESOURCES AND FURTHER INFORMATION There are a great many resources available for a deeper understanding of dyslexia, co-morbidities, treatments as well as specific topics including neuroscience, comprehension, fluency, other learning disabilities, response to intervention and much more. We encourage you to go to our website, www.DyslexiaIDA.org and explore a variety of information including: IDA Fact Sheets FAQs IDA Provider Directory IDA Knowledge and Practice Standards for Teachers of Reading There are numerous publications and books available, including those listed in the Recommended Reading for Professionals Fact Sheet, but here are some useful resources to get you started: Moats, L., & Dakin, K. (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: International Dyslexia Association. Moats, L., Dakin, K., & Joshi. R. M. (2012). Expert perspectives on interventions for reading. A collection of bestpractice articles from the International Dyslexia Association. Baltimore, MD: International Dyslexia Association. Tridas, E. (2007). From ABC to ADHD: what parents should know about dyslexia and attention problems. Baltimore, MD: International Dyslexia Association. Further, there are extraordinary workshops, conferences, and trainings available all over the United States and Canada hosted by IDA branches; conferences all over the world hosted by our Global Partners; and the Annual IDA Conference hosted by IDA Headquarters. Please go to www.DyslexiaIDA.org to find the next event near you! 14
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Dedication ______ Every publication
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The Transformative Justice Project
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The Advocacy Foundation, Inc. Helpi
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Biblical Authority ______ Philippia
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Table of Contents …a compilation
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I. Introduction Dyslexia Dyslexia,
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Language The orthographic complexit
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efore or during the sixth month of
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experiences brain damage, which res
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from nearby words; however, no tria
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Research and Society The majority o
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II. The Reading Process Reading is
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ecommended to improve engagement in
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teaching methodology. Sometimes arg
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context clues). However, most reade
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small percentage of the population
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