Speech and Language UK’s Post

We need to implement comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia. These include receptive (listening) and expressive language skills, phonological skills including phonemic awareness, and also a student’s ability to rapidly name letters and names. A student’s ability to read lists of words in isolation, as well as words in context, should also be assessed. If a profile emerges that is characteristic of readers with dyslexia, an individualized intervention plan should be developed, which should include appropriate accommodations, such as extended time. The testing can be conducted by trained school or outside specialists. #dyslexia #inclusion #assessment #IEP

📣Let's talk about the role of oral language in reading (and dyslexia)! 📖Research on dyslexia: "The Foundations of Literacy Development in Children at Familial Risk of Dyslexia" by Charles Hulme, Hannah M. Nash, Debbie Gooch, Arne Lervåg, and Margaret J. Snowling. In 2️⃣0️⃣1️⃣5️⃣ a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and a comparison group of children without these risks was published in the journal Psychological Science. 🗣️The findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension. Read the whole paper here ➡️https://ow.ly/9qTC50TCXGv #daw24 #dyslexia #SoR #ScienceofReading

I am often making the case in schools for maintaining a focus on spoken language. In the Early Years this is often accepted as common sense, but it can become a harder sell as more of the curriculum becomes more overtly focussed on reading and writing. The fact is though, that persistent reading difficulties are often grounded in one or more areas of language need. Look at the underlying needs and strengths of many people with dyslexia, and I’ll show you the same list for those with language difficulties…. - difficulties with short-term auditory memory that can present as difficulties analysing and manipulating the sounds in words - executive functioning difficulties such as differences with attention, initiation, planning - difficulties with reading comprehension - difficulties with retention and retrieval of learned information - strong visual skills There is significant co-occurrence between reading difficulties and language needs, and we might be missing the most impactful ways of supporting young people if we don’t think about language and language-based interventions. ALT TEXT: A graphic of two children sat on a stack of books, each reading a book, with the text 'Are you looking in the wrong place for your children with persistent reading issues? Think language….Think DLD……' #speechandlanguage #speechandlanguagetherapy #speechandlanguagetherapist #speechtherapist #speechandlanguagecpd #SLCN #SLCNsystems #TeamSLCN #SLCNtribe #SEN #SEND #SENDInstagram #earlyyearseducator #primaryteaching #primaryteacher #primary #primaryheadteachers #primaryschool #ect #earlycareerteacher #earlycareerteachers #learningdisabilities #autismacceptance #downsyndrome #dldseeme #developmentallanguagedisorder

Our family moved from California to the great state of Georgia in 2021. When we first arrived, I was concerned to discover there was no formal measure in place for dyslexia detection. However, I quickly learned that efforts were already underway. Fast forward to today, and with the passing of The Georgia Early Literacy Act (House Bill 538), the upcoming implementation of Georgia’s new K-12 English Language Arts Standards (SY 2025-26), and the focus on dyslexia through Senate Bill 48, there is renewed hope and momentum in the right direction. As Georgia takes steps forward with early dyslexia screening in schools, the use of tools like iReady is a promising approach to identify students who may need additional support. Early intervention is key in helping children succeed, and it’s great to see proactive measures being put in place! However, while iReady is a widely-used assessment tool, it's important to ask: Is it truly capturing the nuances of dyslexia? Dyslexia is complex, and one-size-fits-all solutions may not always provide the detailed insight necessary for every learner. I’m hopeful that continued research and refinement will ensure that these screenings give educators the depth of information they need to tailor interventions. The more we understand, the better we can serve our students! #DyslexiaAwareness #EducationMatters #EarlyIntervention #EdTech #Neurodiversity #Georgia #DyslexiaDetection #StructuredLiteracy

📣 Invitation to Research!! Are you a teacher or teaching assistant in mainstream primary education? As part of my dissertation as a Speech and Language Therapy student, I am inviting primary school teachers and TA’s to share their experiences and perspectives on the social communication skills of children with hearing loss. If you’re interested in taking part, please feel free to contact me for further information 😊 #slt #speechtherapy #speechandlanguagetherapy #primaryschool #teachingUK #teachingassistants #childrenwithhearingloss #UK #Ireland #paediatricdeafness

We know that Read 21 works in urban schools with African-American students. There we have seen an average of 2 grade levels of improvement with as little as 6 hours of computer time. But how will it work with English Language Learners? We are beginning to find out. A community group in DeKalb County, Georgia is using the program this summer with 11 Hispanic children ranging from 2nd to 5th grade. All are poor readers or non-readers. After using the program for an average of half an hour per day for 6 days, 9 students have taken the first checkpoint exam and here are the results beginning with the oldest: A 5th grade girl has increased her reading speed from 70 to 85 words correct per minute. Another 5th grade girl who didn't know either her consonant blends or vowel combinations is now reading at 53 words correct per minute. A 4th grade girl has increased her reading speed from 68 to 93 words correct per minute. A 3rd grade boy has gone from reading at 46 words correct per minute to 72. A 3rd grade girl who was reading at 53 words correct per minute is now up to 60. A third grade girl who didn't know most of her vowel combinations is now reading at 63 words correct per minute. And a 2nd grade boy has gone from 38 to 84 words correct per minute. Yes, that is in just 6 days! Now we do have some struggles. A 2nd grade boy who started knowing only his single letter sounds is only reading 7 words per minute and a 3rd grader who is likely dyslexic is stuck at 9 words per minute. None of the students are yet reading on grade level and there are 10 days remaining in the summer program, so we do have some more work to do, but these early results are rather encouraging. The community volunteers leading the program are shown in the picture.

When you find learning difficult, learning through an unfamiliar language can be demoralising. Please don’t ’wait to decide if it’s EAL or SEND’. Reading is essential for multilingual learners to be able to develop academic language. Adapt teaching and intervene promptly.

Common Questions About Our Evaluations Q1: Why does the INW Dyslexia Alliance use SLPs to diagnose dyslexia? A: Speech-Language Pathologists (SLPs) are uniquely qualified to diagnose dyslexia due to their extensive training in language development, literacy disorders, and standardized testing. At the INW Dyslexia Alliance, our SLPs receive additional training from Alicia Weeks, M.S., CCC-SLP, ensuring they can assess all aspects of language and identify dyslexia patterns effectively. Q2: Are all SLPs trained to evaluate for dyslexia? A: Not all SLPs are trained to evaluate for dyslexia, as it is not part of the standard required coursework. If you are considering testing with an SLP outside of the INW Dyslexia Alliance or our recommended provider list, we suggest asking about their specific training and certifications related to dyslexia. Q3: Does every client receive a dyslexia diagnosis? A: We do not provide a diagnosis without first conducting extensive testing, including a case history review, standardized testing, and error analysis. Since we screen and refer clients who may not meet the criteria for a dyslexia diagnosis or who have needs beyond what the INW Dyslexia Alliance can provide, most of our testing does result in a diagnosis of dyslexia. Interested in learning more? Visit our website at https://lnkd.in/gmY9EJ97

I often think EAL/ESL phonics classes are the perfect grounds for early identification of dyslexia and as an initial tier of intervention. We provide highly structured and explicit instruction, we try to make learning more multisensory, we can often embed more repetition and allow more time to complete tasks, we naturally focus more on meaning, and not just the mechanics of phonics instruction. In our context, EAL specialists will frequently be the first ones to flag up students for further SEND tests, and in most cases our hunch is right.

“Multilingual students with dyslexia are currently both over and under-identified in public schools. “Often, schools under-identify multilinguals with dyslexia because they think the issue is language-based, so they don’t evaluate the student. “There are places where multilingual students are overrepresented because we think we’ve given them the right kind of intervention when we actually haven’t.” Some great tips on how to approach dyslexia screening with ML students in this article! ✏️ https://lnkd.in/ei46VYJ9