Sk-etchbook

SUMMARY

Shaun is currently studying for a degree in Design for Digital Media at Leeds College of Art and Design. He has long standing and persistent difficulties related to a slow rate of reading and a very short span of concentration. He consulted his doctor about his lack of concentration and was advised that it may be a mild polar disorder or habit. He has completed informal screening checklists for dyslexia, for example, that of the BDA and which have shown several positive indicators. Shaun has been referred for a full diagnostic assessment in order to gain a greater insight into the pattern of his strengths and difficulties and understand more about any underlying reasons for his problems.

This assessment of Shaun's current cognitive and literacy skills, together with a structured interview and free writing indicate his attainments in literacy are commensurate with his overall ability. He shows considerable strengths in his use and understanding of language. At the same time he has significant problems with processing written information in a time limit. Shaun's profile indicates a specific difficulty in the area of processing information. Brown's ADD Scales highlighted the high probability of Attention Deficit Disorder.

To help him in his course Shaun would benefit by an awareness of this specific difficulty by his academic tutors so that he is given specific and focused advice about necessary reading, plenty of time to complete reading and assignments, and extra time if he takes exams. He should attend any study skills courses related to writing assignments.

BACKGROUND AND EDUCATIONAL HISTORY

Shaun attended Bishopthorpe Primary School followed by Tadcaster Grammar secondary school where he recalls always reading slowly and 'squiggly' handwriting. He was considered academically able and received no extra help. Even with no revision he gained these grades at GCSE: English CC, Maths C, Science AA, French D, Business Studies D. He also took Art and gained an E grade because he did not hand in any course work.

After secondary school Shaun took a GNVQ course in Media Studies where he experienced difficulties with essay writing. He subsequently had a series of jobs. At 17 he was a chef until he was made redundant and so then went to work in Ibiza for three years. At the age of 21 he worked as a data analyst, then as an investment representative for a stock broking company, which he found boring. At the age of 24 he worked in graphic design until he came to Leeds College of Art and Design in September 2007. At the same time that he was working, Shaun was actively involved in furthering his education. He took an IT certificate and studied web design for three years by using training DVDs. He went to Spanish classes for one year. He started a Social Science degree with the Open University but found the number of books he had to read a problem. For entry to College he worked on, and completed, an extensive portfolio.

At College Shaun has attained good marks for essays (between 50 and 70). His problem is a recurring one of a slow speed of reading when he has lots of text to read. In the past he has found audio books very useful and is currently using one for meditation. He continues to be able only to concentrate for short lengths of time and if this is when he is reading for his course, he often gives up.

Apart from taking medical advice about the problem of concentration, Shaun's overall health is good. He has no problems with hearing, speech and language, or motor development. He wears contact lenses as he is short sighted. None of his family display dyslexia type difficulties.

Overall, the background information/history did not otherwise reveal any special factors which have had a bearing on Shaun's educational development.

TEST CONDITIONS

The assessment took place in one three hour session with short breaks in a warm, quiet environment. Shaun appeared relaxed and under no stress. He cooperated readily in all the assessment tasks. Scores should therefore be reliable and valid.

For a summary of the test results see appendix 1. For a brief description of each test see appendix 2.


ATTAINMENTS IN LITERACY

Reading

As already noted, Shaun has always read slowly. Nevertheless, he enjoys reading for pleasure and demonstrates an eclectic taste in reading material. For example, he has recently read books about web design, philosophy, and neuroscience. His strategy is to have several books 'on the go' at once and read bits of them. However, with academic texts he needs to reread them to understand and retain what he has read, which he attributes to a short attention span. He reads by sight recognition, and is comfortable with reading aloud.

WIAT-II-T: Accuracy, Comprehension and Speed of Reading. Single Word Reading

In the WIAT-II single word, untimed reading test, Shaun attained a standard score of 104 (percentile 61), an average score. He read fluently and confidently; his extensive vocabulary was clearly demonstrated and the error on the word 'conscience' (he read 'conscious') was probably a simple mistake made by reading too quickly.

Comprehension

In this test, sentences and short passages are read followed by questions about the main ideas and specific details. Questions are asked that indicate the ability to remember facts, make inferences, draw conclusions or define words using context clues.

Shaun attained a standard score of 114 (percentile 82), a high average score and the standard expected of someone of his ability. He demonstrated a good use of contextual clues to aid his understanding and had a clear grasp of the main ideas. As he usually had to look back at the text to find the answers, for complete accuracy he would have to reread the text several times. In his own words, the text sometimes 'went over my head' and he asked for a few questions to be repeated as his mind had 'drifted.'

Reading speed

Shaun's average reading speed over the 5 texts, which are graded in difficulty, was 124 words per minute, a below average score. Undergraduates would be expected to read about 180 to 200 words per minute.

TOWRE: Test of Word Reading Efficiency

TOWRE is used to assess an individual's ability to recognise and read accurately words and non words at speed. The DfES Guidelines for DSA assessments state this test can be used for qualitative purposes for mature students over the test ceiling of 25 years 11 months.

Shaun's overall standard score for reading efficiency was 83 (percentile 13). As the nonword score was in the average range, Shaun does not have a problem with the sound/symbol relationship. However, he attained a well below average score (standard score 77, percentile 6) in the sight reading subtest. This confirms the fact that Shaun experiences considerable difficulties processing information quickly when he is reading and well below what would be expected given Shaun's general ability. This clearly has implications for the extensive reading required in a degree course.

WIA T -11- T Spelling

Shaun attained a standard score of 106 (percentile 66), placing him in the average range. Shaun is aware of spelling rules but says he usually relies on the PC's spell checker.

Writing

A piece of free writing showed that Shaun, who is right handed, uses a legible, cursive handwriting style and writes at 20.3 words per minute. This is a little below average as an average rate of writing for a student in HE is about 25 to 30 words per minute. However, it must be noted that he wrote about a familiar subject and in academic work, where he would have to think and write about more difficult material, or under time pressure, his writing may be slower. It must also be noted that he has 'good and bad' days for writing; on the 'bad' days his writing deteriorates.

Overall, Shaun wrote with respect for punctuation, sentence structure, good vocabulary and appropriate paragraphing. When asked to proof read his work he was able to correct his spelling and punctuation mistakes.

Shaun 'sort of' plans what he is writing and does not experience difficulty in expressing himself. He does not usually take notes as he relies on the handouts and his memory to recall and review.

UNDERLYING ABILITY

The Wide Range Intelligence Test (WRIT) was administered to assess Shaun's overall ability. It includes an individual range of sub tests designed to measure the ability of students from 4 - 85 years.

The Verbal Analogies sub-test requires the participant to provide a word orally that best completes a verbally presented analogy, such as, "Cat is to kitten as dog is to ---." The Vocabulary sub-test requires the participant to define verbally an orally presented word.

The Matrices sub-test requires the participant to select a picture from among several alternatives to complete an implied visual-perceptual relationship. The Diamonds subtest requires the participant to reproduce a two and three dimensional patterns using chips shaped as single or multiple diamonds.

The WRIT has a high correlation with WAIS-1 11, WISC-1 11 and is co-normed with WRA T3.

Shaun attained a standardised score of 122 (percentile 93) on the visual scales placing him in the above average range and showing his excellent reasoning skills. On the verbal scales he attained a standard score of 111 (percentile 77) placing him in the high average range. His general standard score of 119 (percentile 90) places him in the above average range of overall ability.


COGNITIVE PROCESSING

Digit Memory Test

The Digit Memory test measures working and short-term auditory memory for numbers and is one of the well recognised tests for dyslexia. Shaun's standard score was 114 (percentile 83), a high average score. It suggests that Shaun's short term memory is better than he thinks.


Symbol Digit Modalities Test (SMDT)

SMDT measures the ability to look for information, remember it and then record it in writing in a given time. Shaun attained a well below average score (standard score 67, percentile 1) and well below the score expected given his overall ability. He clearly has considerable difficulties with processing information and retrieving the right information under timed conditions. This provides further evidence of Shaun's difficulties with processing that impact on his ability to read quickly.


CTOPP: Phonological Efficiency

Shaun's phonological abilities (using and recalling sounds which are important in good spelling and reading) were assessed using CTOPPS. The DfES Guidelines for DSA assessments state this test can be used for qualitative purposes for mature students over the test ceiling of 25 years 11 months.

Shaun's awareness of individual sounds and the ability to manipulate them as shown in the Elision and Blending Words tests were in the above average range (standard score 118, percentile 89).

The results for the Rapid Naming of letters and numbers in which he was asked to read letters and numbers in a time limit indicated a low average score (standard score 85, percentile 16). It was observed that he read letters jerkily and was hesitant at times; there was an improvement when he used a coloured overlay. As Shaun is unable to repeat individual letters and numbers at speed, his very slow speed of processing means he needs time to look, think, work out the words that he has spell or read, particularly if they are not in his sight vocabulary.


OTHER RELEVANT INFORMATION


Memory and Organisation

Shaun describes his short term memory as 'not brilliant' but he has strategies in place to recall information, manage his time and be well organised, for example, diaries, colour themes, files, post-its. He has a good memory for statistics and facts and is able to follow oral and written instructions. Shaun thinks about left and right; they are not automatic. He has no problems with map reading and or getting lost.


Mearles-Irlen Syndrome

Shaun showed indicators associated with visual stress. He often loses his place when reading, at times tracks with his finger, may reread or skip lines, may read numbers or words back to front, is easily distracted and may become fidgety or restless. He may develop a headache when reading which he feels is connected with the concentration required. These are symptomatic of Mearles-Irlen Syndrome. Shaun found an aqua overlay for reading beneficial; the print was clearer and more comfortable to read. He subsequently used the overlay in some of the tests as it was more comfortable. If an overlay continues to be useful, spectacles with tinted lenses, as recommended by a qualified diagnostician, would be more useful for lectures, note taking, and working in the different environments required on an academic course.


Attention Deficit Disorder

In view of Shaun's problems with concentration, Brown's ADD Scales were administered. Shaun had to answer 'never, once a week, twice a week, or almost daily' to a range of questions about his general behaviour. His total score of 59 places him in the 'highly probable' range, indicating that Shaun has a profile consistent with Attention Deficit Disorder. This result provides some insight, and understanding of, why Shaun has difficulties with concentration. However, the 'Brown Scales' only provide a screening of difficulties; for a more formal diagnosis, Shaun will require a full assessment from a clinical psychologist.


Strengths and weaknesses

Shaun has adopted many effective coping strategies to help him. Additional strengths he identifies are:

• Well organised

• Creative

• Resourceful

• Enterprising

• Good communicator

• People skills

• Ability to cope

• Well balanced interest in arts/science


The above background information and tests indicate Shaun to have:

• Above average ability

• Excellent reasoning skills

• Good vocabulary


However, he exhibits persistent difficulties related to:

• A short concentration span

• The length of time it takes to read texts

• The length of time it may take to complete set tasks.



CONCLUSIONS

The aim of this diagnostic assessment was to gain insight into the pattern of Shaun's strengths and difficulties, understand more about any underlying reasons for his problems, and identify ways of helping him access fully his current course.

Diagnostic assessments indicate Shaun's overall ability is in the above average range. His visual reasoning skills are in the superior range. His single word reading accuracy is average, and reading comprehension, when timed, falls in the above average range. His reading speed is below average and much lower than can be expected, given his overall ability. His sight reading efficiency is below average and significantly lower than can be expected, given his overall ability. He has a major, specific weakness in the area of processing words efficiently. Evidence from his educational history indicates this problem is persistent and long-standing. His assessment results show a specific processing difficulty which affects the extensive reading required in a degree course.

Shaun presents as a charming, interesting and able young man who has a pattern of significant strengths and who is to be commended for his interest in many spheres of education. Brown's Scales indicate that ADD is probable. He is also to be commended for trying to establish the cause of his limited concentration span and put in place strategies to help. He has a good level of general ability and academic potential. With appropriate support, he should be able to improve his performance further and recommendations are made below.



RECOMMENDATIONS



Academic Tutor Support



All academic tutors should be aware that Shaun has an above average level of overall ability but who has greater difficulty than others in producing work that is commensurate with his ability, especially when there are time constraints.



These strategies would be helpful:



• Copies of PowerPoint slides and notes should be made available to Shaun before, or at the beginning of, the lecture where possible, preferably on pale blue coloured paper.



• Tutors should give clear deadlines for assignments and guidance in what is expected at the beginning of the semester. If this is not possible, extra time for the submission of assignments is appropriate.



• Tutors should be clear, selective and as directive as possible in their suggestions for reading.



• Positive and constructive feedback should be given to Shaun to help him improve his personal performances in aspects of literacy and have confidence in his own ability.



Examination Support



Whilst Shaun's course is not currently assessed by examination, if this should change, the following provision should be made:



• 25% extra time for examinations



Study skills and other support The following would be useful:



• Shaun should be encouraged to attend any study skills support groups that may be available, especially in the areas of assignment structure and implementation.



• Developing reading strategies, including skimming and scanning. Useful, free software includes Sheffield University's reading materials (www.dyslexiastudyskills.group.shef.ac. uk).



• A useful diary/student planner/organiser is a Student Planner (ISBN 978-0-23051777-6).



• A dictaphone so that lectures may be recorded.



• Shaun may find software useful so he can listen to, and see, the text; the new versions are more 'user friendly', for example, Kurzweil, Texthelp Read and Write. Inspirations is a useful mind mapping programme for planning assignments.



• Shaun should use an aqua coloured overlay for reading and pale blue paper for writing and notetaking. Glasses with tinted lenses, following a thorough diagnosis by a qualified and experienced Irlen diagnostician such as Celia Stone of lrlen North East (tel. 01943 871189), or at branches of Specsavers are recommended.



• Shaun should experiment to find a suitable PC screen background colour to use where practicable, and should just adjust the contrast and brightness on-screen to make it as comfortable as possible. Font style should be adjusted (Arial, Tahoma, and Verdana) and font size for optimum comfort; small print in Times New Roman is often difficult to read.



• Shaun should continue his excellent routine to improve his levels of concentration including meditation, eating healthy food without additives and colours, drinking water, and taking supplements including high quality fish oils. Current research suggests that fish oil supplements improve concentration and memory if taken daily and that drinking plenty water throughout the day can help concentration by up to 30%. For a thorough diagnosis of ADD, a further report from a clinical psychologist should be considered.



Library facilities

It would be helpful if arrangements could be made for Shaun e.g. extra borrowing time when necessary if he has extensive reading to do.

I enjoyed meeting Shaun and wish him well in the future.

Sandra Falshaw. B.A. (Soc Stud.), P.G.C.E., Adv. Diploma in Education, RSA

Diploma in Specific Learning Difficulties (Dyslexia)

PATOSS Assessment Award: Practising Certificate No. 5000043-3310V

Appendix 1: SUMMARY OF TEST SCORES

Overall test results are expressed as standard scores for which an average value corresponds to 100. An average standard score of 100 corresponds to percentile 50. This percentile represents the percentage of a comparable population that would achieve at or below the stated standard score. Approximately half of the population will achieve standard scores between 90 and 109.


ATTAINMNETS IN LITERACY Standard Percentile Comment

Score

Reading

WIAT-II-T SW Reading 104 61 Average

Comprehension 114 82 Above average

Speed of Reading 124 wpm Below average

Test of Word Reading Efficiency (TOWRE)

Sight Word Efficiency 77 6 Below average

Phonemic Decoding Efficiency 94 35 Average

Total Word Reading Efficiency 83 13 Below average

Spelling

WIAT-II-T: S. Word 106 66 Average

Free Writing

10 Minute handwriting 20.3 wpm* Low average * wpm - words per minute

avo - average


GENERAL INTELLECTUAL ABILITY Standard Percentile Comment

Score

Wide Range Intelligence Test (WRIT)

Verbal Subtests: Verbal analogies 109 73 Average

Vocabulary 110 75 High average

VerballQ 111 77 High average

Visual Subtests: Matrices 117 87 Above average

Diamonds 120 91 Above average

VisuallQ 122 93 Above average

GenerallQ 119 90 Above

average COGNITIVE PROCESSING Standard Percentile Comment

Score

Digit Memory Test 114 83 High average

Symbol Digit Modalities Test 67 1 Extremely

weak

CTOPP: Phonological Awareness 118 89 Above

average

CTOPP: Rapid Naming 85 16 Low average Chart to show standard scores, percentile range and equivalent descriptions.



Standard Score Percentile range Description

130 & above more than 98 Very high

115-129 85 -97 Above average

110-114 75- 84 High average

90 -109 25 -74 Average

85-89 16 - 24 Low average

70-84 3-15 Below average

69 & below 1 - 2 Extremely weak

Appendix 2: DESCRIPTIONS OF TESTS USED IN ASSESSMENT

Wide Range Intelligence Test (WRIT)

A comprehensive test of verbal, visual and general cognitive ability. It consists of 4 sub-tests: verbal analogies, vocabulary, matrices and diamonds.

Wechsler Individual Achievement Test -second edition for teachers (WIAT-II-T):

Single Word Spelling

A standardised single word spelling test. The learner is asked to write single words which become progressively more difficult. The test assesses the ability to spell dictated letters, letter blends and words. It includes homophones and the examinee has to use context clues from the dictated sentences to use the correct spelling. The test allows observations to be made about spelling knowledge and strategies.

Wechsler Individual Achievement Test -second edition for teachers (WIAT -11- T):

Single Word Reading

A standardised single word reading test without the benefit of context. The learner reads single words which become progressively more difficult. Skills required include whole word recognition and decoding. The test can help to identify reading strategies.

Wechsler Individual Achievement Test -second edition for teachers (WIAT -II-T):

Reading Comprehension

This assesses comprehension, speed and accuracy. The examinee reads passages and answers questions about the content such as identifying the main idea and the details, making inferences and using context clues. Short sentences containing target words are read aloud and questions asked about the text.

Digit Span test (Dyslexia Institute)

This phonological task is a test of the learner's ability to retrieve verbally encoded information from short term memory. Progressively longer digits are read out. The learner is required to repeat the digits in the same order and then in reverse.

Test of Word Reading Efficiency (TOWRE)

TOWRE requires the person to read out loud both single words (Sight Word Efficiency) and non-words (Phonemic Decoding Efficiency) row after row for 45 seconds. It is used to test word reading ability, the individual's ability to pronounce printed words accurately and fluently.

Symbol Digit Modalities Test

This is a timed test in which numbers are substituted for shapes as shown in the key at the top of the page and measures the speed of manipulating written symbols, search and memory, fine motor control and concentration.

Comprehensive Test of Phonological Processing (CTOPP)

CTOPP assesses three kinds of phonological processing: phonological awareness, phonological memory and rapid naming. Phonological Awareness (core tests Elision and Blending Words) refers to the individual's awareness of, and access to, the sound structure of his or her oral language. Phonological Memory (core tests Memory for Digits and Non Word Repetition) refers to coding information for temporary storage in working long term or short term memory. Rapid Naming (core tests Rapid Digit Naming and Rapid Letter Naming) requires efficient retrieval of phonological information from long term memory.