Download - WMLS III - ESC19
6/20/2017
1
Dyslexia Testing of English
Learners Using the WMLS III
Dr. Criselda Alvarado, Ed.D.
Bilingual Dyslexia Testing Using WMLS III
WMLS III
Dyslexia
ELL and Dyslexia
Dyslexia Testing Using the WMLS III
WMLS III
6/20/2017
2
Components
Test Books: English Form A & B,
Spanish Form
Test Record
Response Booklet
Audio Recording
In online scoring & reporting program
Comprehensive Manual
Online Scoring & Reporting
Online training video
WMLS III Online Parent and
Teacher Intervention System
English Form A & B Analogies
Oral Comprehension
Picture Vocabulary
Oral Language Expression
Letter-Word Identification
Passage Comprehension
Dictation
Written Language Expression
Spanish Form Analogías
Comprensión oral
Vocabulario sobre dibujos
Expresión de lenguaje oral
Identificación de letras y palabras
Comprensión de textos
Dictado
Expresión de lenguaje escrito 5
WMLS III: Individually Administered
Age Range of 3-0 to 22-11
6
WMLS III: Listening Tests
Analogies Basic Skills
Oral Comprehension Applied Skills
6/20/2017
3
7
WMLS III: Speaking Tests
Picture Vocabulary Basic Skills
Oral Language Expression Applied Skills
8
WMLS III: Reading Tests
Letter-Word Identification Basic Skills
Passage Comprehension Applied Skills
9
WMLS III: Writing Tests
Dictation Basic Sills
Written Language Expression Applied Skills
6/20/2017
4
Dyslexia
11
Definition Adopted by the International Dyslexia
Association and the NIH 2002
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities…Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. (Lyon, Shaywitz, and Shaywitz, 2003)
Questions: Does dyslexia exist in other languages? Is dyslexia manifested the same in other languages?
Bilingual Brain Research
“… there is a universal neurobiological basis for
dyslexia, and that differences in reading performance
among dyslexics of different countries are due to
different orthographies and cultural diversity.” –
Paulessu et al. (2001) Ramus (2003)
12
6/20/2017
5
Orthographic Systems
of Alphabetic
Languages (Writing Technology of a Language)
One phoneme can
correspond to
several graphemes
and one grapheme
can correspond to
several phonemes
Grapheme-Phoneme
correspondence
is one-to-one
More
Transparent
Continuum of Orthographic Systems
according to the degree to which they
respect the alphabetic system More
Opaque
13
Continuum of Orthographic Systems More
Opaque
More
Transparent
Reading difficulties are more common in countries
where the orthography is complex, that is, where the
writing system is more opaque.
English
French
Danish
Portuguese
Turkish
Finnish
Italian
Greek
Spanish
German 14
Orthographic Systems
of Alphabetic Languages
Myth: Dyslexia is mostly found in orthographies
(writing systems) that are irregular like English.
Dyslexia does not exist in Spanish, a transparent
orthography.
Fact: Educational & brain research has found that dyslexia in other languages exists. Often the student exhibits serious deficits in phonological processing. That deficit is neurobiological; typically in the brain’s ability to process the phonological part of language.
Dyslexia in a transparent orthography may manifest itself differently, however, than in an opaque orthography.
More reading problems are seen in opaque orthographies.
15
6/20/2017
6
Paulessu et al. (2001) investigated the manifestations of
dyslexia across opaque (English and French) and transparent
systems (Italian).
In their study, Italian speaking children identified as dyslexic
had better reading execution than American and French
children with dyslexia.
Regardless of country, however, Paulessu et al. found that
comparison of children with normal reading abilities to children
with dyslexia revealed significant differences suggesting that
dyslexia may manifest itself differently in different countries,
but dyslexia exists even in those countries with transparent
orthographies. 16
Research in opaque orthographies comparing children
with normal reading abilities to children with dyslexia
found that these two groups differ most in reading
accuracy, the ability to decode words successfully;
While research in transparent orthographies found
that reading speed, as well as reading comprehension
was more significant
(Wimmer & Mayringer, 2001; Holopainen, Ahoen, Y Hyytinen, 2001; Muller & Brady, 2001; Treesodi et al.,
2001; Jimenez & Hernandez, 2001).
17
Research conducted with
German,
Finnish,
Italian, and
Spanish-speaking individuals
supports these ideas.
Phonological processing deficiency is a universal
basis for dyslexia in alphabetic orthographies.
Reading speed and reading comprehension are more
significant in transparent orthographies.
6/20/2017
7
A Little More on the
WMLS III
20
WMLS III: Test Record
21
WMLS III: Test Record
6/20/2017
8
22
WMLS III: Test Record
23
24
6/20/2017
9
25
WMLS III: Language Proficiency Levels
Language Proficiency
Level
W Difference Score
Range
Relative Proficiency Index
(RPI)
Advanced Proficient +11 and above 97/90 to 100/90
Proficient -10 to + 10 74/90 to 97/90
Emerging Proficiency -19 to -11 51/90 to 74/90
Continuing Development -34 to -20 17/90 to 51/90
Early Development -50 to -35 3/90 to 17/90
Initial Development -51 and below 0/90 to 3/90
26
Proficiency Proficient Proficient
WMLS III: Sample Plot of Scores
Statements on the Linguistic
Characteristic of Examinee (in teacher
report)
Statements on the Linguistic Status of
Examinee (in teacher report)
Current Language Proficiency Levels (in
teacher report)
Diagnostic Statements (in teacher
report)
Classroom Interventions (in teacher
report)
“Examples of Books for Listening” and
“Examples of Books for Reading” Based
on Tested Ability (in teacher and parent
report)
Home-Based Activities (in parent report)
ESL Program Recommendations with
Second-Language Scaffolding
Suggestions (planned enhancement in
teacher report)
Leveled Readers Recommendations with
Second-Language Scaffolding
Suggestions (planned enhancement, in
teacher report) 27
WMLS III: Online Teacher and Parent
Intervention System
6/20/2017
10
Jose’s English oral language development appears to be progressing within normal limits.
(Jose was reported to be a second language learner with 4 years of English exposure; his Language Proficiency Level in English oral language was Emerging Proficiency)
Maribel’s English oral language development does not appear to be developing at a typical pace. Evaluate her current oral language program and make appropriate changes. A rigorous, comprehensive, and intensive oral language development program should be considered at this time.
(Maribel is a second language learner of English with 4 years of English exposure; her Language Proficiency Level in English oral language was Continuing Development)
28
WMLS III:
Linguistic Status of Examinee
Bilingual Dyslexia
Testing Using WMLS III
Oral
Language
WMLS III English
Test 1: Analogies
Test 2: Oral Comprehension
Test 3: Picture Vocabulary
Test 4: Oral Language Expression
and
WMLS III Spanish
Test 1: Analogies
Test 2: Oral Comprehension
Test 3: Picture Vocabulary
Test 4: Oral Language Expression
Phonological
Processing
WJ IV
Auditory Process. COG Tests 5, 12
Phonetic Coding COG Tests 3, 7, 9
TAPS-3 Phonologic Subtests 1, 2, 3
CTOPP
or/
and
Batería III
Auditory Processing COG Tests 4, 14
Phonemic Perception COG Tests 4, 8
& ACH Test 21
TAPS-3: SBE Phonologic Subtests 1, 2, 3
Academic
Testing
WMLS III English
Test 5: Letter-Word Identification
Test 6: Passage Comprehension
Test 7: Dictation
Test 8: Written Lang. Expression
WJ IV
Basic Reading ACH 1, 7
Reading Fluency ACH 8, 9
Reading Comprehension ACH 4, 12
Spelling ACH 3, 16
Written Expression ACH 6, 11
EasyCBM Sent. Read. Fluency Gr K-2
and
/or
WMLS III Spanish
Test 5: Letter-Word Identification
Test 6: Passage Comprehension
Test 7: Dictation
Test 8: Written Language Expression
Batería III
Basic Reading ACH 1, 13
Reading Comprehension ACH 9, 17
Basic Writing ACH 7, 16
Written Expression ACH 8, 11
EasyCBM Sent. Read. Fluency Gr 1-2
6/20/2017
11
Assessment of dyslexia for bilingual students requires
full understanding of the student’s second language
acquisition process.
WMLS III language background and academic language
exposure history collected and reported in the Scoring
Report
WMLS III oral language test results (Tests 1, 2, 3, 4)
Other information from parents, teachers, student,
school information, and other testing information.
31
Bilingual Dyslexia Testing Using WMLs III
Assessment of dyslexia for bilingual students
requires knowing the student’s ability in his/her
two or more languages.
By comparing the student’s abilities, side-by-
side, in his/her two or more languages, the
examiner gets insight into whether a profile is
indicative of developmental dyslexia or from
issues associated with second language
acquisition.
32
Bilingual Dyslexia Testing Using WMLs III
Assessment of dyslexia for bilingual students
requires testing phonological processing in the
most appropriate language. When selecting the
language of the phonological processing test:
Consider that learning curve for phonological
processing skills is extremely steep at 2 to 5 years
of age. What language was the student speaking at
that age.
Consider the student’s current dominant language.
Is the student much more developed in English now?
33
Bilingual Dyslexia Testing Using WMLs III
6/20/2017
12
Assessment of dyslexia for bilingual students
requires testing academic areas.
Reading
Spelling
Consider how the orthography of the language
impacts the learning-to-read and the learning-
to-write process, which in turns impacts how we
interpret academic test results.
34
Bilingual Dyslexia Testing Using WMLs III
Oral
Language
WMLS III English
Test 1: Analogies
Test 2: Oral Comprehension
Test 3: Picture Vocabulary
Test 4: Oral Language Expression
and
WMLS III Spanish
Test 1: Analogies
Test 2: Oral Comprehension
Test 3: Picture Vocabulary
Test 4: Oral Language Expression
Phonological
Processing
WJ IV
Auditory Process. COG Tests 5, 12
Phonetic Coding COG Tests 3, 7, 9
TAPS-3 Phonologic Subtests 1, 2, 3
CTOPP
or/
and
Batería III
Auditory Processing COG Tests 4, 14
Phonemic Perception COG Tests 4, 8
& ACH Test 21
TAPS-3: SBE Phonologic Subtests 1, 2, 3
Academic
Testing
WMLS III English
Test 5: Letter-Word Identification
Test 6: Passage Comprehension
Test 7: Dictation
Test 8: Written Lang. Expression
WJ IV
Basic Reading ACH 1, 7
Reading Fluency ACH 8, 9
Reading Comprehension ACH 4, 12
Spelling ACH 3, 16
Written Expression ACH 6, 11
EasyCBM Sent. Read. Fluency Gr K-2
and
/or
WMLS III Spanish
Test 5: Letter-Word Identification
Test 6: Passage Comprehension
Test 7: Dictation
Test 8: Written Language Expression
Batería III
Basic Reading ACH 1, 13
Reading Comprehension ACH 9, 17
Basic Writing ACH 7, 16
Written Expression ACH 8, 11
EasyCBM Sent. Read. Fluency Gr 1-2
Case Study
6/20/2017
13
Tomas’ performance on the Reading cluster was at the
Continuing Development Proficiency level. He
demonstrated ability below the ability of average native
English speakers at age 9-3 in the norming sample and is
predicted to be 60% successful on reading tasks that
average English-speaking age peers perform with 90%
success.
Comparison of Thomas’ performance on English oral language
tasks and English reading and writing tasks indicates that his
oral language development is within normal limits, but that he
has an academic need in reading and writing. Consider a
robust, comprehensive, and intensive reading and writing
program. Ensure that he receives solid research-based literacy
instruction for the appropriate amount of time. Further
testing to investigate academic need may be indicated in the
future if Tomas does not demonstrate reasonable progress.
Two more areas to test
Reading Fluency
Rapid Automatized Naming
Bilingual Dyslexia Testing
6/20/2017
14
http://www.nelson.com/assessment/pdf/asb6.pdf
Diehl, J. D., Frost, S. J., Mencl, W. E., & Pugh, K. R. (2011). Neuroimaging and the phonological deficit hypothesis. In S. Brady,
D. Braze, & C. Fowler (Eds.), In explaining individual difference in reading theory and evidence (pp. 217–237). New York, NY:
Psychology Press.
Joshi, R. M., Padakannaya, P., & Nishanimath, S. (2010). Dyslexia and hyperlexia in bilinguals. Dyslexia, 16, 99–118.
Johansson, B. B. (2006). Cultural and Linguistic Influence on Brain Organization for Language and Possible Consequences for
Dyslexia: A Review, Annals of Dyslexia 56 no1 13-50 2006
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and
reading: A definition of dyslexia. Annals of Dyslexia, 53, 1–14.
Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention. Hoboken, NJ: John Wiley & Sons.
Paulessu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and
biological unity. Science, 291, 2165–2167.
Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion
in Neurobiology, 13, 212–218.
Serrano, F., & Defior, S. (2008). Speed problems in dyslexia in a transparent orthography. Annals of Dyslexia, 58, 81-95.