DIFFERENTIAL DIAGNOSIS for DYSLEXIA (DDD) FORM

TEST RESULTS

CLINICAL INTERPRETATIONS

This form was designed to provide a framework for considering whether a student who meets state criteria to be classified as learning disabled in reading or written expression demonstrates the diagnostic profile associated with dyslexia and would therefore require intervention appropriate for this type of reading disorder.

Clinical interpretations of YES in this column suggest that dyslexia cannot be ruled out. Additional information is needed to determine this student's specific reading problem.

Clinical interpretations of YES for all summary statement in this column suggest this student has a specific reading disability consistent with the diagnosis of dyslexia.

General Intelligence

Most recent IQ test results; date administered _________________:

Test: WISC-IV Other: __________________

Full Scale Composite: ___________

Verbal Comprehension Composite: ______________ (VC Composite 90 or above?) NO YES

Perceptual Reasoning Composite: _______________ (PR Composite 90 or above?) NO YES

Working Memory: ____________

Processing Speed: ____________

General intelligence tests within the average range or higher?

NO YES

General intelligence tests within the average range or higher?

NO YES

Oral Language (Listening) Comprehension

Most recent test results; date ____________________:

Listening Comprehension: __________ WIAT __________ WJ-III

Other test: __________________________ Score: __________

Standard score 90 or above? NO YES

Other data regarding language abilities: _____________________________________

Estimates of oral language comprehension:

WJ-III Oral Language Cluster score: ____________

Cluster score 90 or above? NO YES

WISC-IV Verbal Comp. Index scores: Vocabulary ______ Similarities ______ Comprehension ______

All subtest scores 8 or above? NO YES

Listening comprehension skills and oral language comprehension skills have not been formally tested but are estimated to be within the average range or higher?

NO YES

Listening comprehension skills and oral language comprehension skills have been tested and are within the average range or higher?

NO YES

Reading and Spelling

Most recent test results; date ____________________:

Reading comprehension: ________ WIAT-II ________ WJ-III

Other test: __________________________ Score: ___________

Reading Comprehension 8 or more SS points below Listening Comprehension? NO YES

Word Recognition: ________ WIAT-II ________ WJ-III

Other test: __________________________ Score: ____________

Word Recognition 15+ points lower than Listening Comp. and I.Q.? NO YES

Spelling: ________ WIAT-II

Other test: __________________________ Score: ____________

Spelling 15+ points lower than Listening Comp. and IQ.? NO YES

Word Analysis: Psuedoword Decoding: WIAT-II ________ WJ-III ________ WRMT-R________

Other test: __________________________ Score: ____________

Word Attack 15+ points < Listening Comprehension and IQ NO YES

Test results in reading and spelling are incomplete but the data collected thus far is consistent with the profile of dyslexia and suggests that further assessment of reading skills is needed?

NO YES

Test results in reading and spelling are complete and are consistent with the diagnostic profile of dyslexia: Listening Comprehension and I.Q. 15+ points > Word Recognition; Word Analysis and Spelling

NO YES

Phonological Awareness

PAT Segmenting Sentences______

PAT Segmenting Syllables_______

CTOPP Phonological Awareness Composite_________

CTOPP Alternate Phonological Awareness Composite_________

LAC Phoneme Identification____/16

LAC Manipulating Phonemes____/18

Phonological skills are well below age and grade level?

NO YES

Naming Speed

Affects reading rate and word reading accuracy.

Naming Speed is an independent deficit but may co-occur with dyslexia.

CTOPP

Naming Speed is slower than average?

NO YES

Naming Speed is slower than average?

NO YES