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Visual Information Processing Deficits. Dr. O’Brien Dr. Marks Dr. Franzel. Dyslexia Screening Test (DST). Designed to pick out children who are “at risk” of reading failure so that they can given extra support at school
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Visual Information Processing Deficits Dr. O’Brien Dr. Marks Dr. Franzel
Dyslexia Screening Test (DST) • Designed to pick out children who are “at risk” of reading failure so that they can given extra support at school • Long-standing formal definition of dyslexia stated by World Federation of Neurology in 1968- “a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing and spelling commensurate with their intellectual abilities”
Purpose of the DST • DST-J: Dyslexia Screening Test- Junior • Ages 6-6 to 11-5 • DST: Dyslexia Screening Test-Secondary • Ages 11-6 to 16-5 • Intended for use by school professionals (teachers, special needs coordinators, or health professionals) • Provides a profile of strengths and weaknesses which can be used to guide the development of in-school support for the child
Test 1- Rapid Naming • Have the child name a series of pictures on a card • Show the child the pictures on the top half, the pictures are all repeated on the bottom half. Have them say the pictures on the bottom half • Time the child with a stopwatch • There is evidence that children likely to have reading difficulties are slower at naming familiar pictures • Double Deficit hypothesis
Test 2-Bead Threading • Dyslexic children often show a mild degree of clumsiness • Bead threading assesses hand-eye coordination and manipulative skill • Count how many beads the child can thread in 30 seconds
Test 3- One minute Reading • Dyslexic children and adults have greater problems reading under time constraints. This test demands that a child produces a speeded as well as an accurate performance • Have the child read as many words as they can from the test form in one minute without making mistakes. • Score one point for each word read correctly
Test 5- Phonemic Segmentation • = The ability to be able to split words into their constituent sounds • Dyslexic children are delayed in acquiring the ability to detect rhymes • Ask the child to think about how a word is made of different sounds ex. Eyelid…eye and lid The score is how many correct out of 12 words -rainbow, wigwam, marmalade, dog, boat, stake, snail, flag, glow, igloo
Test 6- Two Minute Spelling • Dyslexic children often have very poor spelling, which is usually worse than their reading • This test assesses speed and accuracy of spelling • Age 6-5 to 9-4 • Bus, cat, bed, sand, day, five, home, book • Age 9-9 and above • Morning, school, age, year, tonight, tomorrow, doctor, danger, tongue, laugh, September, success, Wednesday, foreign, forty, tomato, address, sincerely, Saturday, hosptial, advertisement, insurance, electricity, pension
Test 8-Nonsense passage reading • Dyslexic children have difficulty reading words they have never seen before • This test has 3 passages (for 3 different age ranges) in which some of the words are invented • Stop the child if they are not finished after 3 minutes
Test 9- One Minute Writing • Many dyslexic children have slow writing speed and difficulty completing their work on time • This test examines the speed and accuracy of transcription of a short passage • 4 different passages depending on their age
Test 10- verbal fluency • Ask the child how many words beginning with “S” they can think of in one minute • The child gets one point for each different valid word
Test 11-Semantic Fluency • Some dyslexic children perform much better on the Semantic fluency task then the verbal fluency task • Tell the child to think of a lot of examples of a particular type of thing • For practice, try having them name foods • For the test, ask for animals
Scoring of the DST • Each test is normalized into one of the following categories • + above average • O average • - below average performance (1 standard deviation below the mean, 12-22 % ile) • -- well below average performance (2 s.d below mean, 5-11 % ile) • --- exceptionally poor performance for the age (3 s.d below mean, bottom 4 % ile)
DST scoring • At Risk Quotient (ARQ): • Score 3 for each --- • 2 for each -- • 1 for each – • Add up the scores. Then divide by the number of subtests completed • 1.2 and above is strong risk • 0.9 – 1.1 indicates risk • 0.6-0.8- mild risk
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