Lindamood Auditory Conceptualizations Test
In Chapter 5, Evaluations, we talk about the Lindamood Auditory Conceptualizations (LOC) test and state that it is not normed. At the time of writing, that was true. However, since we went to press, we learned that it is now normed and it is much improved. The LAC now has sections not only on phonemes and sequencing, but also syllabication as well as phonemic awareness within syllables of multi syllabic words. It tests these concepts and is normed up through age 18. This is a benefit because many tests of phonemic and phonetic awareness are only good for children up to age 5 or 10. Sometimes children with reading disabilities are not identified till they are older and tests only normed for early elementary children can not be considered valid, even though they may give information about what a child knows and does not know. I've started using the LAC again and am finding it highly useful.
Appendix 1
A List of Resources for Parents, The Barton Reading and Spelling System is listed under the Computer-Based Reading Programs heading. This is an error. Barton should have been listed under the Print Reading Programs. The Barton program is really an excellent, thorough one-on-one, tutor-to-student instructional curriculum. It is designed for use by parents or volunteer tutors, and teaching instructions are provided on video or DVD along with scripted lessons.
Dyslexia Terminology
Dyslexia Terminology-"significant discrepancy" versus other ways to define a "specific learning disability."
In many educational systems, the word "dyslexia" is not used because some consider the term to be a "medical condition," which cannot be diagnosed by school systems. Therefore the term "specific learning disability" is used. As for a significant discrepancy between ability and achievement, this is one method many schools systems use to determine eligibility for services, but a significant discrepancy is not "required." In other words, there are additional methods a school may use. It is likely, however, that parents may have to insist that other criteria be considered.
Section 1414 of IDEA
Section 1414 of IDEA, sometimes referred to as "Wright's Law," deals with requirements for evaluations, re-evaluations, eligibility, IEPs, and educational placements.
Part (b)(6) Specific Learning Disabilities. (A) In General. Notwithstanding section 1407(b) of this title, when determining whether a child has a specific learning disability as defined in section 1401 of this title, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning.
(B) Additional Authority. In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures described in paragraphs (2) and (3)."
One way to do this is to make sure that tests specifically designed to evaluate reading disabilities are included in the testing process. These include the Test of Word Reading Efficiency (TOWRE), Gray Oral Reading Test-4 (GORT-4), Comprehensive Test of Phonological Processing (CTOPP), Test of Written Language (TOWL), and the Woodcock Johnson Word Attack Subtest (subtest 8). In addition, The Wilson Assessment of Decoding and Encoding (WADE) and the Gallistel-Ellis should probably be given. These last two are not normed, but give good specific information about what the child knows and does not know.
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