EDUCATIONAL EVALUATION REPORT SCHOOL NAME (Confidential) Student: Date of Evaluation: Evaluated By: Date of Birth: Age: years

months Grade/Teacher:

REASON FOR EVALUATION Testing Behavior Assessments Administered Woodcock Johnson III Tests of Cognitive Ability Brief Form (WJIII) Comprehensive Test of Phonological Processing (CTOPP) Qualitative Reading Inventory (QRI) Academic Measures of Skills Writing Sample Results for the WJ-III Tests of Cognitive Ability Brief Form The WJ-III Tests of Cognitive Ability are groups of tests that measure different areas of cognitive processing: Verbal, Nonverbal and Speed of Processing. The composite scores reported in the Brief Form are in the areas of verbal ability and a general ability (BIA). A summary sheet of the WJ-III Test of Cognitive Ability is attached to this report. The WJ-III has a mean of 100 and a standard deviation of 15. 85-115 falls within the average range for students of this age. A WJIII Cognitive Abilities test was administered to establish xs ability level in the three general areas of cognitive functioning. Comprehensive Test of Phonological Processing (CTOPP) The CTOPP measures the areas of phonological awareness, phonological memory and rapid naming. If one or more of these areas of phonological processing abilities is weak, it can signal a deficit in reading; specifically phonemic awareness. Standard Scores compare to the scores derived in the WISC and the WJ III. Qualitative Reading Inventory - QRI The QRI was given to X to understand his reading fluency and comprehension level. Because literacy is an issue, a level 1 passage was given to X to read. 1

Dyslexia Screening Measures X was asked to do several literacy related tasks that rule out or confirm characteristics of dyslexia. He was first asked to number his paper vertically from 1 to 25. X was then asked to write the letters of the sound that the examiner made. The next task was to write the alphabet using lower case letters. X was asked to write the days of the week (and the months of the year) in order to understand if the sequencing of these familiar things is able to be automatically recalled. In order to understand if X has developed a strong sound to symbol relationship for letters and letter combination, he was asked to make the sound that the letters in a given list made. The difficulty with decoding of complex words was seen in the next task. He was given graded word lists with no context clues. He correctly decoded The last word list that he was given consisted of nonsense words. To read these words he had to rely on his phonemic awareness and decoding skills. He was asked to copy a passage that was put in front of him (near point copying) that contained 38 words. It took him 9.5 minutes to write the words. Finally, he was asked to copy three short sentences from the computer monitor (far point copying) and then continue to write an ending. Conclusions EXAMPLE CONCLUSION Based on test results, teacher observations and work samples, it appears as though X does have dyslexia. The definition of dyslexia given by the International Dyslexia Association is: a neurologically-baseddisorder that interferes with the acquisition and processing of language. Symptoms can include difficulty in phonological processing, reading, writing, spelling, handwriting and sometimes in arithmetic. Traditionally people associate dyslexia with a student that reverses letters; this is only one characteristic. For X, he has a lack of phonemic awareness and rules for decoding words, therefore is unable to decode unfamiliar words; both in reading and when spelling in written work. Reversals occur because of an uncertainty about the letters that he is encountering, including spatial orientation. Difficulty with sequencing and automatic recall of words and symbols also is characteristic of dyslexia. Xs verbal skills are much stronger than his ability to express himself in writing and his processing speed is significantly weaker than his verbal expression and perceptual reasoning. Because of a lack of automaticity, processing visual input takes longer. He is likely not taking in information as quickly as his mind is working through information and he definitely is not able to write at the level of his verbal expression.

To find out more, there are many helpful resources to guide understanding of dyslexia. A useful web site is maintained by the International Dyslexia Association: [Link] A leader in the field of dyslexia, Sally Shaywitz, a doctor at Yale University, has written a laymans book which explains the physiological basis of dyslexia. The books title is called Overcoming Dyslexia. X has deficits in many aspects of literacy. He is a child who has dyslexia and needs modifications, accommodations and remediation that address the dyslexia. Much of his school work is impacted by his inability to read and write at grade level. It is important to address this issue while he is still in the process of acquiring literacy skills. RECOMMENDATIONS For Home: Find a tutor who is trained in a multi-sensory program that is based on OrtonGillingham method of learning phonics. One program that can be used is Barton Reading and Spelling. It can be found at: [Link] Find high interest books with X that have a controlled vocabulary and read aloud together. Or, find chapter books that he likes and read to him, allowing him to track the words with his finger or a ruler so that he is working on his reading fluency. Download audio books that X can listen to. One suggested site is: [Link]. Begin X on a keyboarding skills program so that he becomes fluent on the keyboard at an early age. He will need to rely on typing and editing his work on the computer as his assignments become more complex. (suggested program is written below) Article to understand the dyslexia: [Link] For School: Allow X to share his knowledge and understanding by occasionally giving him alternatives to paper and pencil tasks in the classroom Provide accommodations for a student with dyslexia o Extra time o Access to typing assignments on a computer o Assign a reading partner or allow access to audio versions of reading assignments. Macs have a program embedded that reads texts. o If he is going to be asked to read aloud in class, give him warning so he can practice. Alternatively allow him to volunteer when he feels comfortable. o Reduce copying and writing by providing notes or other aids o Assessment tasks that assess knowledge of the topic verses writing ability (ex. tape the assessment, scribe to write answers that Will has dictated, poster or other visual that Will can create and explain) It has been a pleasure working with X. He has many interests and talents and I wish him the best. 3

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