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Shaywitz DyslexiaScreen™

 

Overview: Quick, evidence-based screening tool that identifies students who are at risk for dyslexia.

Age Range: Grades K-1

Administration: Online

Scoring Options: Q-global™ web based

Publication Date: 2016

 
 
 

Product Details

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Easily and efficiently screen individuals or groups for Dyslexia

The Shaywitz DyslexiaScreen is an efficient, reliable, and user-friendly Dyslexia screening tool for K‐1 students who may be at risk for having Dyslexia. Created by Dr. Sally Shaywitz, a global leader in Dyslexia, it emphasizes phonological, linguistic, and academic performance based on teacher observations, all in just a couple of minutes per student—as opposed to other measures which take up precious instructional time.

Features and benefits of the Shaywitz DyslexiaScreen:

  • Quickly and easily identifies Dyslexia risk
  • Developed specifically for young students
  • Administration takes less than 5 minutes per student
  • Allows teachers to screen individuals or groups
  • Easy to use, teacher-friendly rating scale
  • Digital administration, scoring, and reporting via Q-global

Qualification Requirements

A Qualification Level B is required to purchase and interpret the results of the Shaywitz DyslexiaScreen. To explain the results properly, the professional must have successfully completed formal coursework in assessment and understand the risks of mislabeling or making educational decisions about students on the basis of limited and imperfect data. More details on the specific Qualification Level B requirements can be found here. Training is available for Level B users on the appropriate use of this screener.

Additionally, the Shaywitz DyslexiaScreen forms may be administered by teachers with a range of educational backgrounds, provided that they have taught the student referred for screening and have familiarity with the student's language and academic skill levels. Training and administration support is available for these non-Level B administrations.

Technical Requirements

The Shaywitz DyslexiaScreen is only available using Q-global, Pearson's secure web-based scoring and reporting platform that is accessible from any computer connected to the Internet. Additional information regarding Q-global technical requirements can be found at www.helloq.com. Screener Frequently Asked Questions (FAQs) are found in the About the Shaywitz DyslexiaScreen.pdf in the Q-global Resource Library.

Content & Administration

Everything is available in one location on Q-global®, a secure online administration, scoring, and reporting system.

The Shaywitz DyslexiaScreen offers two forms:

  • Form 1 is for teachers of students ages 5:0 through 6:11 in kindergarten and consists of 10 items.
  • Form 2 is for teachers of students ages 6:0 through 7:11 in Grade 1 and consists of 12 items.

A teacher completing Shaywitz DyslexiaScreen Form 1 or Form 2 is expected to rate statements regarding a student's language and academic behaviors based on how frequently he or she demonstrates each behavior.

The results of these ratings generate two reports:

  • An Individual Report that includes student's standard demographic information, risk level, and an interpretive statement.
  • A Group Report that includes all students' raw scores and risk levels listed by examinee ID or Last Name.

The results of the Shaywitz DyslexiaScreen for a particular student include a simple classification of At Risk for Dyslexia or Not At Risk for Dyslexia. This classification makes it easy for teachers and other professionals to interpret and communicate results.

Psychometric Information

The Shaywitz DyslexiaScreen was normed as part of the Connecticut Longitudinal Study that Dr. Shaywitz began in 1983. Dr. Shaywitz continues to follow 80% of the individuals included in the Connecticut Longitudinal Study. As explained in an article by Ferrer et al. (2015), the purpose of the Connecticut Longitudinal Study was to determine if cognitive and academic differences are evident between students with dyslexia and their typically developing peers as early as first grade and if so, whether the trajectory of these differences increases or decreases from Grades 1 through 12. The sample of students was followed prospectively and longitudinally from school entry into early adulthood for the purpose of studying the development of reading, learning, and attention (Ferrer et al., 2007; Ferrer et al., 2010; Ferrer et al., 2015; Shaywitz et al., 1995; Shaywitz, Fletcher, Holahan, & Shaywitz, 1992; Shaywitz et al., 1999; Shaywitz, Shaywitz, Fletcher, & Escobar, 1990). Results indicated that the achievement gap between students with and without dyslexia is evident in first grade and persists into adolescence, providing a strong impetus for identifying young children at risk for dyslexia and beginning intervention programs as early as possible (Ferrer et al., 2015).

Scoring

Two reports are available:

  • An Individual Report that includes student's standard demographic information, risk level, and an interpretive statement.
  • A Group Report that includes all students' raw scores and risk levels listed by examinee ID or Last Name.

The results of the Shaywitz DyslexiaScreen for a particular student include a simple classification of At Risk for Dyslexia or Not At Risk for Dyslexia. This classification makes it easy for teachers and other professionals to interpret and communicate results.

Resources

Training

  • Set-up, Administration, and Reporting of the Shaywitz DyslexiaScreen

    Take a step-by-step walk through Pearson's Q-global system for the use of this new dyslexia screening tool by Dr. Sally Shaywitz.

    Watch the video.

     

Pre-recorded Webinars

  • Shaywitz DyslexiaScreen™

    Presenter: Adam Scheller, PhD

    This product overview webinar will focus on the content, development and psychometric information for the new Shaywitz DyslexiaScreen. We will also cover how to administer, score and interpret the results of the screener.

    Date: Oct 20, 2016

    pdf PDF: Shaywitz DyslexiaScreen™

    link Video: Shaywitz DyslexiaScreen™

    Print
     
  • Dyslexia Screening with Dr. Sally Shaywitz

    Presenter: Sally E. Shaywitz, MD

    Dr. Shaywitz will make comments about her work and research at the Yale Center for Dyslexia and Creativity and the new evidence-based dyslexia screener that will publish this fall. Participants will be able to ask questions via chat which will inform future training sessions and FAQ responses. The new Shaywitz DyslexiaScreen is an efficient, reliable, and user-friendly Dyslexia screening tool for K-1 students who may be at risk for having Dyslexia. It emphasizes phonological, linguistic, and academic performance based on teacher observations, all in just a couple of minutes per student.  

    Date: Sep 09, 2016

    link Audio: Dyslexia Screening with Dr. Sally Shaywitz

    Print
     
  • A Model for Dyslexia Screening

    Presenter: Adam Scheller, PhD

    Dyslexia screening can benefit from an assessment model that combines what we know to be true about the features of dyslexia with what we know about the various factors relating to dyslexia. This presentation will outline a hybrid model for assessment to be used for dyslexia screening.

    Date: Aug 25, 2016

    pdf PDF: A Model for Dyslexia Screening

    link Video: A Model for Dyslexia Screening

    Print
     
 

FAQs

Questions

Frequently asked questions follow. Click on a question to see the response.

  • Are the Shaywitz DyslexiaScreen results valid for children who are young or
    old for grade?

    The results for children who are considered "out of level" are not necessarily invalid and may be interpreted by qualified practitioners. If a child's age is outside the typical age range associated with his or her grade level, Q-global alerts the user by providing a message window entitled, "Invalid Assessment Record(s)." The error message indicates the age levels typically associated with the form and advises the use of caution when interpreting results.

  • Why can't teachers purchase the Shaywitz DyslexiaScreen directly?

    Schools and school districts are able to purchase this tool, as is our typical process. For individual purchases, users must be Level B qualified. Some teachers may be Level B qualified, some may not.

    Dr. Shaywitz and Pearson agree that classroom teachers are those professionals closest to the student academically. They are the best responders to academic performance related to reading for this screener. When Dr. Shaywitz developed the screener based on her long-standing data set, she specifically crafted the items for teachers. She wanted the best evidence to come from teachers who can respond to questions about student performance in the classroom environment.

    Administering a screening program includes identifying appropriate students to screen, whether a universal student population or a subset of students, and ensuring that the screening program is administered with fidelity. Those who administer screening programs also must train examiners appropriately, interpret results correctly within the limits of the scope of the screening tool, and disseminate results appropriately to various stakeholder groups. Those professionals who are trained in appropriate and ethical management of assessment tools are called, in Pearson terms, Level B qualified users. There are multiple scenarios in which a professional may be Level B qualified. Please refer to our user qualifications page on our website. Both Dr. Shaywitz and Pearson are committed to our ethical responsibility that tools we publish are used appropriately, on behalf of students and their families.

    Recommendations about what to do next following screening require a collaborative approach between professionals from different disciplines and often across general and special education perspectives.

  • What is the classification accuracy (e.g., sensitivity and specificity) of the Shaywitz DyslexiaScreen?

    Table 3.4 from the test manual below shows two supporting data sets; the first from Dr. Shaywitz's Connecticut Longitudinal Study data set, and the second from a national validation study completed by Pearson.

  • Can you comment on the perceived age of the original norm sample and the sample size of the national validation study?

    The Shaywitz DyslexiaScreen utilizes a cut score norm, which provides a reference point for each form to divide the data set into two groups: At Risk for Dyslexia and Not At Risk for Dyslexia. The teacher ratings must exceed the cut score in order to classify a student as At Risk for Dyslexia.

    Unlike traditional normative samples that must be sufficiently large and representative of the population to establish a normal distribution of scores, a cut score norm only requires a representative sample of the two target groups: in this case, students who are At Risk for Dyslexia and Not At Risk for Dyslexia. The Shaywitz DyslexiaScreen cut scores are based on a sample of 414 schoolchildren who participated in the Connecticut Longitudinal Study that began in 1983 and continues to the present day. In contrast to traditional normative samples that are collected within one year or less, the Shaywitz normative sample has been followed over three decades from school entry into early adulthood. The longitudinal research design has allowed Dr. Shaywitz to detect measurable changes in reading performance and risk classification over the course of each student’s academic career, strengthening the reliability and validity of the Shaywitz DyslexiaScreen risk classification in the early grades.

    To confirm that the cut scores remain valid and reliable across samples, 115 children between the ages of 5 and 7 participated in a national validity study in April through July 2016. For the kindergarten and grade 1 forms, 115 students (i.e., 50+ at each grade) offered the statistical power needed for the psychometric analysis of the data set. The results of this national validity study indicated that the reliability coefficients and clinical sensitivity and specificity results were similar to those derived from the Connecticut Longitudinal Study. These findings support the use of the Shaywitz DyslexiaScreen for identifying children with dyslexia and suggest that the teacher ratings that indicate risk for dyslexia remain consistent over time.

  • I take issue with the statement that dyslexia is a language-based disorder. Experts I’ve read define dyslexia as word level reading difficulties but average or better than average language skills. Word reading skills, reading fluency and reading comprehension are substantially below the student's language comprehension skills. If language is strong, how can dyslexia be a language-based disorder?

    The issue of strengths and weaknesses in a profile of dyslexia is such an important topic! The evidence is clear that reading is primarily a language-based effort, as opposed to a purely cognitive/metacognitive effort, for example. The tasks of word-level decoding and reading comprehension (i.e., tasks of written language) require a number of linguistic skills to accomplish--knowledge of sounds, letters, and words/word parts, which are all part of the linguistic code and together carry the meaning needed for comprehension. A recent article by Hugh Catts and colleagues describes students with dyslexia who have strong *oral (*i.e., semantic or phonological) language skills (seen as a "protective factor") and students with dyslexia who have weak *oral *language skills (seen as a "risk factor"). An example of low oral language skills might be students who receive preschool speech-language services for oral language skill development and then ended up being diagnosed with dyslexia once into elementary school. They may not have average or better oral language skills at the time of the dyslexia diagnosis. In fact, their risk for dyslexia could have been predicted much sooner--not just with oral language performance, but along with other factors in a hybrid model--than a typical 3rd grade dyslexia assessment. So while dyslexia is indeed a language-based disorder, the profile of language skills among those with dyslexia is not homogeneous.

    Here's a link to the Catts, et al abstract, if you are interested: http://link.springer.com/article/10.1007/s11145-016-9692-2

  • Why don't you include family history and/or RAN (rapid automatic naming) in the Shaywitz DyslexiaScreen?

    Certainly, individuals with dyslexia often have family members with similar (but not always) struggles in reading, writing, and/or spelling related to dyslexia. Further, many individuals, through an assessment process, show lower than average performance on one or more RAN tasks.

    That said, the data set behind the screener did not provide the evidence strength needed to include items related to these two areas in the screener itself. In addition, family history may not always be available and therefore makes it difficult to require in a screening process.

  • Can't teachers skew the results by selecting the frequency that will automatically yield an at-risk rating, making this not a valid indicator of risk for dyslexia?

    Unfortunately, any professional making erroneous or inaccurate ratings to positively or negatively influence the outcome of an assessment is nothing new in the world of testing. This would be an ethical violation in the use of tests and test content under a professional code of ethics.

    Beyond the psychometric and research evidence, the Shaywitz DyslexiaScreen items were developed based on direct teacher feedback and support to create the clearest and easiest way possible to rate student performance. Supporting Teacher Guides further illustrate the use of the item's content. The validity and reliability data are accurate and defensible. All assessments, including all rating scales like this screener, have a margin of error factored into the responses of those who complete the forms.

    Further, administrators of a screening program can provide a check and balance. Prevalence data from the literature and our own research have confirmed that up to 20% of a typical school classroom could be flagged as "at risk" for dyslexia. If a class percentage of risk status is higher than that, it may require follow-up to understand why the risk status was higher. This is a powerful use of the group report, if it is needed.

    Finally, the power of this tool is in its ability to function as a mass triage system--you cast a wide net and gather students who may be at risk. The value is in the combination of speed and breadth for finding students at younger grades faster than is typical in the world of education to date. Certainly, a few students who are flagged as "at risk" will end up not having dyslexia upon further assessment. They may need something else, or nothing beyond excellent Tier 1/general education instruction. This is just step 1 of the overall "find and serve those with dyslexia" effort.

Pricing & Ordering

Order Components

 
Q-global® Web-based Administration, Scoring and Reporting
toggle
 
  • Manuals

    Price

    Qty

     
  • Shaywitz DyslexiaScreen Q-global Digital Manual
    0150095503
    $49.00
     
  • Administration Materials

    Price

    Qty

     
  • Shaywitz DyslexiaScreen Q-global Individual Administration & Report
    0150095481
    $.99
     
 
 
 
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