Diagnosis and intervention Flashcards
World federation of Neurology (1968)
Dyslexia develops despite: appropriate instruction; socio-cultural oppourtunity ; adequate intelligence.
However, this could apply to a child with learning difficulties or children whose literacy development is slow.
BPS (1999)
Dyslexia is when accurate and fluent reading and/or spelling develops incompletely or with great difficulty
DfES (2003)
Pupils with dyslexia have a marked, persistent difficulty in learning to read, write and spell despite progress in other areas
Rose (2009)
Definition of dyslexia is very specific, includes characteristic features, co-occurrence and response to intervention.
What is the discrepancy approach to defining dyslexia?
The difference between IQ and reading related skills. Is the child performing below that expected given their IQ score?
Tested using non verbal reasoning tests and compare to literacy scores
What is the response to intervention approach to defining dyslexia?
As long as high quality teaching is being applied (SEND code) but the child is falling behind even with specialist support, they have dyslexia and a targeted intervention should be applied.
Rutter & Yule (1975)
Isle of Wight study showed bimodal distribution of literacy scores and IQ correlations, giving a distinct dyslexia group.
Siegel (1992)
Compared children with dyslexia (IQ>reading scores) and poor reading (IQ=reading scores) and found no diffs in reading, spelling, phonological awareness and memory.
Shaywitz et al (1992)
Connecticut longitudinal study. Regardless of which discrepancy score selected (reading/maths, IQ/PIQ/VIQ) distributions were normally distributed. No biological validity to discrepancy predictions as they were not stable over time.
Critised Rutter and Yule for using measures where many children performed at ceiling so over-representation of children at the top of the distribution.
What are the potential problems with discrepancy based definitions and diagnoses? (citation)
(Restori et al, 2009)
Preventing early identification; low achievement children may be missed, relies on IQ and reading being correlated perfectly; lack of support of discrepancy model; IQ tests were not designed originally for this application; caution with subtest comparisons to FSIQ; inconsistent application in practice.
Why is preventing early identification a problem in the discrepancy model? (citations)
Achievement has to be low enough for intervention (wait-to-fail). Risk of reading difficulties in identifiable from primary years (Snowling, 2013) and failure to identify early leads to failure (Restori, 2009)
Why is it a problem with the discrepancy model that IQ and reading must correlate perfectly? (citation)
IQ predicts less than 30% of variance in reading, and this is higher with verbal than performance IQ (Vellutino et al., 2000).
The concept of intelligence is controversial, potential vs cognitive functioning.
If not correlated then not useful for assessment or intervention.
Why must caution be used in the discrepancy model with subtest comparisons to FSIQ?
Adhoc use of subtest comparisons can be misleadin e.g. WISC processing speed index vs FSIQ.
There are components of FSIQ and varied profiles of dyslexia. Overall IQ is comprised of these indices so looking at them separately doesn’t necessarily tell us anything.
Riddick (1996)
Social and emotional consequences of dyslexia for children: inattentiveness, low motivation, restlessness, disruptive behaviour, lower self esteem.
Teachers should support social/emotional wellbeing as well as primary difficulties. Improving reading will improve confidence and willingness to read.
What is the listening comprehension approach to defining dyslexia? (citation)
Stanovich (1991).
Reading= comprehension X decoding. Dyslexia affects decoding rather than comprehension. If measure decoding and comprehension then should see a discrepancy in children with dyslexia. However, this relies on the 2 being independent.
