Diagnosis of Reading Difficulties Worksheet

Diagnosis of Reading Difficulties Worksheet
Complete the worksheet.
Part 1
Complete the table below. Identify and describe 2 published screening tools used to identify students in grades K-3 who are at risk for reading problems. Your descriptions should be 50 to 75 words each.
Screening Tool Description
Oral Reading Fluency and When false and repressed memories of horrifying events were discovered during treatment, this led to lawsuits and financial judgments against treatment providers. It has also led to false accusations and convictions. Some defendants who were wrongly convicted of crimes had their convictions overturned.
Response to intervention This tool monitors students with learning challenges. RTI also enables educators to establish performance baselines and identify the learners who need help.
Part 2
Complete the table below. Identify 3 warning signs or symptoms for students who may be struggling in each of the following areas: dyslexia, decoding difficulties, poor reading comprehension. Note: The first row has been completed for you as an example.
Dyslexia Decoding Difficulties Poor Comprehension
Example: Difficulty reading real words in isolation Example: Guesses at words based on the first letter or two Example: Cannot tell the logical sequence of events in a story
1. Challenge recalling facts 1. Students are able to answer questions after they real loudly but are unable to after reading silently.
1. Writing assignments are poorly done.
2. Might learn any connections between letters and the sounds slowly 2. Confusion between letters & the sounds that go with them. 2. Confusion about meanings of words
3. Small words may confuse them. Words like at/to, said/and, does/goes 3. Has a slow rate of reading aloud 3. Unable to connect the ideas seen in the passage.
Part 3
Complete the 3 tables below. For each table, identify and describe 3 accommodations, interventions, or appropriate next steps to take with students suspected of having dyslexia, decoding difficulties, or . Your descriptions should be 50 to 75 words each. Reference at least one outside source for each table and format your citations according to APA guidelines. Note: An example has been provided for you in the first table.
Dyslexia
Accommodation, Intervention, or Next Step Description
Example: Adapt the manner in which students access instructional materials. Example: Provide audiobooks (consider using a service like Bookshare) for students to use during classroom instruction and/or independent reading. Provide pictures for directions and schedules. Give verbal directions in addition to written directions. Repeat instructions. Use larger print on worksheets and tests. Highlight key words or details in text and/or instructions.
Adapt the manner in which students can benefit from memorization.
Students can use a calculator to help with basic math facts, allowing them to of math problem solving. Provide a printed copy of multiplication tables as a visual to help with what number comes next.
Adapt the manner in which students can benefit from learning how to spell words When grading a students work, grade on the content and not the mechanics. When grading you can make the corrections so that they see it, but do not take off points for the misspelled words (, 2017). Allow students to use electronic spell checkers instead of traditional dictionaries
Adapt the manner in which students can benefit from written expressions
Allow students to express their writing through a video or mural. Another way to accommodate a student with Dyslexia is to allow them to create a class presentation.
Reference(s) Dyslexia Reading Connections (2017). Retrieved from https://dyslexiareadingconnection.com/classroom-accommodations/

Decoding Difficulties
Accommodation, Intervention, or Next Step Description
Adapt the way in which students are able to benefit from using different teaching strategies
Be sure to teach specific reading strategies that target the students decoding errors, provide a lot of structured practice that has appropriate phonological awareness skills alone with teaching relevant phonics patterns and words that are used with frequency (Maident, 2019).
Adapt the way in which students can benefit from fluent reading Give students smaller sections to read so that they do not feel overwhelmed.

Adapt the way students can benefit from decoding instructions/plan Have students practice sound-symbol association, and phoneme analysis. Also have students blending so that they can learn to decode words correctly. Students practice reading phonetically both regular words along with high frequency of irregular words to build a childs fluency in decoding single words.
Reference(s) Maident, T. (2019). Strategies for decoding errors. Pond Learning.

Poor Comprehension
Accommodation, Intervention, or Next Step Description
1. Adapt the way that
students are able to
benefit from reading
comprehension Give students their list of words ahead of time to allow them more time to
learn the new vocabulary and become familiar with the words that they will see in the reading selection. The use of highlighters to highlight important words and phrases (Kluth, 2019). Give students graphic organizers to help students follow along with the reading selection.
2. Adapt the way that students benefit from the use of computers for reading.

Computer software allows students to practice concepts with the use of games that incorporate reading to assist in helping a student develop comprehension. The software is interactive and keeps the student engaged and allows for the teacher to monitor the progress being made.
3. Adapt the way that students Assign reading buddies. When looking at book selections make sure they are books that students are interested in. Students should read the selection many times to their reading buddy.
Reference(s) Kluth, P. (2019). Reading Rockets. Retrieved from http://s3.amazon.com/cmi-teaching- id/assets/attachments/147TT7_Decoding.pdf?1376921615