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Tests for Memory Dyslexia makes it very difficult to memorize a sequence or to memorize random facts like multiplication tables. Yet research has proven that most of their difficulty is due to auditory processing problems. A weakness in one or more of those auditory processing areas is a hallmark of dyslexia.
Tests for Phonics Phonics is not the answer for children with dyslexia. They can learn phonics in isolation, but they are not able to use that knowledge to sound out an unknown word.
Phonics teaches children to associate letters with sounds. But to be able to use phonics, a child must be able to memorize and have good auditory processing skills to be able to hear each sound within a word.
Both of those areas are weak in people with dyslexia. Those two tests will find out if a child can look at printed letters, letter pairs, or vowel teams and make the sound they represent. And if, when presented with a sound, they can write down the appropriate letter or letters.
Children with dyslexia have great difficulty on symbol-to-sound and sound-to-symbol tests despite being exposed to phonics for many years. But that is not true. People with dyslexia can read up to a point. But they usually hit a brick wall in reading by third to fourth grade if not sooner because their dyslexia forces them to use very different strategies when they read.
Their unusual strategies will start to fail them by third to fourth grade. Yet children with dyslexia are so smart that they can fool you for awhile. They get very good at using picture and context clues, plus a predictable story line, to guess at the words.
So the best way to check their reading ability is to ask them to read a list of words—and nonsense words—out loud, simply because a list of words does not contain any pictures or context clues.
When reading a word list, people with dyslexia look at the shape of a word instead of looking carefully at the letters. So when they make a mistake, they often: To test this, a professional tester will check their out-loud reading rate, which is sometimes called oral reading fluency.
They will ask a child to read a story out loud for one minute. It will be a grade-level story, but one that they have never seen before, and the story will not have any picture clues. The tester will compare the number of words the child can read correctly in one minute to the published reading fluency benchmarks.
Children with moderate to severe dyslexia will usually have a reading rate that is much lower than the benchmarks listed on the DIBELS website.
The tester will also calculate the percent of words read accurately. Most people with dyslexia also have dysgraphia. Due to their poor visual memory for printed words, a child with dyslexia will have to glance up at the board every one or two letters, then look down and stare intently at what they are writing.
Their head is constantly going up and down while they are copying. When they look back up at the board, they may have a hard time figuring out where they left off. They sometimes lose their place, and make mistakes even when copying words that they can read.
They often have trouble with near-point copying as well—copying something from the top of the page to the bottom of the page. Written expression is the weakest skill of all in someone with dyslexia because it requires them to integrate many weak skills.
Children with dyslexia usually hate to write, and it often takes significant coaxing to get them to write anything. Their writing sample will usually reveal their difficulty with spelling.
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