DEVELOPMENTAL PSYCHOPATHOLOGY
DYSLEXIA
ASSESSMENTS, INTERVENTION AND TREATMENTS
MUHARANJANI S
24MCL005
DYSLEXIA
Assessments for Dyslexia:
Best time to assess:
For students with minimal reading gaps, early intervention from kindergarten or 1st grade
helps leverage brain plasticity for language learning. When a child lags behind, additional direct
teaching (such as an extra hour for grades 1-3) should be provided promptly, with frequent
assessments to monitor progress. School decisions on student programs should be data-driven. If
students continue to struggle despite interventions (e.g., RTI/MTSS), a clinical assessment can
determine eligibility for Special Education under Individuals with Disabilities Education Act
(IDEA). Public schools must comply with IDEA, while private schools have discretion over their
approach to learning disabilities. (Douce, 2020)
Areas to be assessed:
An educational evaluation for dyslexia should assess several key areas: Phonological
Awareness (the ability to manipulate sounds in spoken language), Phonological or
Language-Based Memory (retrieval of sounds, syllables, words, and other language elements),
and Rapid Automatic Naming (quick recognition of objects, colors, numbers, or letters).
Additional areas include Receptive Vocabulary (understanding of word meanings), Phonics
Skills (letter-sound awareness), and Decoding (using letter-sound relationships to recognize
words, including both real and nonsense words). Oral Reading Fluency should be measured to
assess the accuracy and storytelling pace of reading, which supports comprehension.
A comprehensive math assessment should include untimed math calculations, math
reasoning (with word problems read aloud), and math fluency. Students with language-based
learning disabilities may have difficulty with memorization, like multiplication tables, but can
perform well in math when reading is supported. Some students may also struggle with math
word problems beyond decoding issues. Clinicians should analyze each math subtest to identify
specific strengths and weaknesses, as broad scores may mask areas of need. This detailed
analysis supports accurate recommendations for remediation and accommodations, such as
extended time for weak math fluency. (Moats, L. C. & Dakin, K. E., 2008)
Assessment tools for Dyslexia:
Comprehensive Test of Phonological Processing -2 (CTOPP-2)
The Comprehensive Test of Phonological Processing- 2 (CTOPP-2) is essential for
assessing phonological processing skills and identifying dyslexia, making it a staple in our
testing battery. It’s engaging for kids, as they often enjoy the game-like subtests. By comparing
subtest results, we can determine if a student struggles more with phonological analysis,
synthesis, or both. The test also provides a valuable fluency score. We find the supplemental
tests, especially Segmentation, particularly useful. (14 Dyslexia Tests Clinicians Like, n.d.)
Comprehensive Assessment of Spoken Language (CASL)
The Comprehensive Assessment of Spoken Language (CASL) is a standardized tool used
to evaluate oral language skills in children and young adults, typically from ages 3 to 21. It
assesses four key areas: comprehension, expression, retrieval, and manipulation of language,
covering both basic and higher-level language skills like syntax, semantics, and pragmatics.
CASL is particularly valuable in identifying language-based learning difficulties, including those
associated with dyslexia and other language impairments.
The Phonological Awareness Test 2: (PAT-2)
The Phonological Awareness Test 2 (PAT-2) is a standardized tool for assessing phonological
awareness, phoneme-grapheme correspondence, and phonemic decoding in children ages 5-9. It
includes six core subtests (such as Rhyming, Segmentation, and Blending) to gauge awareness of
syllables and phonemes, along with two supplemental subtests focused on sound-symbol
correspondence and decoding for ages 6-9. PAT-2 offers comprehensive insights into skills linked
to reading and spelling success, and its developmental structure helps educators identify specific
needs to tailor interventions. (PAT2 NU Phonological Awareness TestSecond Edition, n.d.)
Wide Range Assessment of Memory and Learning (WRAML-2)
The Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) is a
standardized tool that assesses memory and learning abilities in individuals aged 5 to 90. It
evaluates various types of memory, including verbal, visual, and working memory, through tasks
designed to measure recall, recognition, and the ability to learn new information. WRAML-2 is
especially useful in identifying memory-related difficulties that may impact academic and daily
functioning. The test provides a detailed profile of strengths and weaknesses in memory
functions, guiding targeted interventions. It’s widely used in educational and clinical settings for
comprehensive cognitive assessments. (Wide Range Assessment of Memory and Learning |
Second Edition, n.d.)
Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5)
The Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5) is a widely used,
standardized assessment that measures receptive vocabulary skills in individuals aged 2 years
and up. In this test, participants are shown pictures and asked to select the image that best
represents a word spoken by the examiner, providing insight into their language comprehension
and vocabulary range. The PPVT-5 is especially helpful in identifying language development
levels, tracking progress, and supporting diagnoses of language impairments or delays. Its
straightforward format makes it suitable for a wide age range and diverse populations. The test is
often used in both educational and clinical settings to guide language interventions.(Peabody
Picture Vocabulary Test | Fifth Edition, n.d.)
Interventions for Dyslexia:
Interventions for dyslexia are tailored to support individuals in overcoming challenges
associated with reading, writing, and language processing. Effective strategies often include
structured literacy programs, which emphasize systematic phonics instruction and integrate
reading, writing, and spelling. Multisensory teaching techniques engage multiple senses,
allowing students to experience learning through visual, auditory, and kinesthetic activities.
Individualized Education Programs (IEPs) can provide accommodations such as extra
time on tests and access to assistive technology, enhancing learning opportunities. (Evidence
Based Interventions for Dyslexia, n.d.)
Orton-Gillingham and Wilson Reading System are examples of evidence-based
approaches that focus on explicit instruction in phonemic awareness and decoding skills.
Additionally, reading interventions like guided reading and comprehension strategies help
improve overall literacy skills. Frequent progress monitoring ensures that interventions are
effective and can be adjusted based on individual needs. Finally, fostering a supportive
environment and promoting self-advocacy are essential for building confidence and motivation
in students with dyslexia.
Treatments for Dyslexia:
Reading intervention
Targeted reading interventions, such as guided reading and Leveled Literacy
Interventions (LLI), are specialized instructional strategies designed to enhance literacy skills in
students struggling with reading, including those with dyslexia. Guided reading involves small
groups of students working with a teacher to read texts slightly above their independent level,
allowing for personalized support in developing comprehension and fluency through targeted
questioning and immediate feedback. In contrast, LLI provides systematic support through
structured sessions that incorporate reading, writing, and phonemic awareness activities, using
carefully selected texts that gradually increase in complexity.
Cognitive Behavioral Therapy (CBT)
Cognitive Behavioral Therapy (CBT) is a psychological intervention that, while not
specifically aimed at treating dyslexia, can significantly benefit individuals coping with the
emotional and psychological challenges associated with learning difficulties. Many students with
dyslexia experience anxiety, frustration, and low self-esteem stemming from their academic
struggles, which can further hinder their learning. CBT helps these individuals by identifying and
challenging negative thought patterns related to their abilities and performance. Through
structured sessions, students learn coping strategies and skills to manage anxiety and build
resilience, ultimately fostering a more positive self-image. By addressing these emotional
aspects, CBT can create a supportive environment that encourages academic success and
personal growth for those with dyslexia. (Stacey, 2023)
Individualized Education Programs (IEPs)
Individualized Education Programs (IEPs) are crucial tools for supporting students with
dyslexia by providing tailored educational plans that address their unique learning needs. An IEP
outlines specific accommodations and modifications in the classroom, such as extended time on
tests, preferential seating, and access to assistive technology, which help to level the playing field
for these students. Additionally, the IEP may include specialized instructional strategies and
goals that focus on improving reading and writing skills while accommodating the student's
learning profile. Regular progress monitoring is a key component, allowing educators to adjust
interventions and supports as needed to ensure the student’s continued growth and
success.(Selby, 2024)
Family Involvement
Family involvement is essential in the educational journey of students with dyslexia, as it
fosters a supportive home environment that complements the interventions provided at school.
Educating families about dyslexia helps them understand the specific challenges their child
faces, as well as the strategies and resources available to assist in overcoming these obstacles.
When families are actively engaged in the intervention process, they can reinforce skills learned
in the classroom through practical activities and discussions at home. This collaboration not only
enhances the child’s learning experience but also builds their confidence and motivation, as they
see consistent support from both educators and family members. Ultimately, a strong partnership
between families and schools creates a comprehensive support system that is crucial for the
success of students with dyslexia. (Wen et al., 2024)
Reference
Douce, D. (2020, March 10). Dyslexia assessment: What is it and how can it help? -
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Moats, L. C. & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems,
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