Dysgraphia, Dyslexia, & O&W LLD

3. Dysgraphia, Dyslexia, & O&W LLD Revised from: Berninger, Virginia; October 27, 2010 :Symposium on Working Memory. International Dyslexia Association Center, Phoenix, AZ DYSGRAPHIA: Primary area of difficulty in the orthographic system. Problems with motor memory & visual spelling patterns; may read well; poor spelling & handwriting; letter reversals; difficulty learning “sight” words; difficulty spelling short, abstract words; homophones. Poor writing skills. DYSLEXIA: Primary area of difficulty in the phonological system but may have orthographic weaknesses as well. Problems with word-level reading, spelling, fluency. Reading comprehension is reduced due to poor decoding & likely lower than oral language skills might predict. Poor writing skills. DYSGRAPHIA DYSLEXIA ORAL AND WRITTEN LANGUAGE LEARNING DISABILITY (OWLLD): This learner has difficulty decoding, recognizing words, spelling, and writing. In addition, has reduced vocabulary, grammar, & other language skills, impacting reading comprehension & written formulation. Nonverbal intelligence may be high. ORAL & WRITTEN LANGUAGE LEARNING DISABILITY

6. Intellectual Functions WISC-V = 100 TONI-4 = 106 Jane Doe 9 yrs.; 3rd WRAT-5 Read=90 Spell=79 Arithm=82 WJ-WS=81 WF=70 App=92 MF=69 GORT5=62 Rate=60 Acc=60 Comp=75 GSRT=71 TOWL3=83 • Language Functions Visual-Spatial-Motor Functions WISC-V: Visual Spatial=108 Proc Speed = 65 VMI=84 Percept=111 Motor=91 JLO=113 So Cal: R/L=115 Clock Face=36 Trails A=104 Trails B=100 TVPS-3 Mem = 85 EXP: WISC-V Verbal Comp=106 COWA=90 An Nam= 109 BNT=106 / 113 REC: MAE Token=98 / Aural=93 Auditory Process: SCAN-C=83 FW=95 AFG=75 CW=90 CS=90 Executive Functions (Attn, Speed & Plan) CPT = Inattention WISC-V Process Speed=77 COWA=90 AN=109 WRAML N/L=105 FW=95 Clock=36 Trails 104/100 Verbal Memory WRAML-2WISC-V Story=110 Digit=95 VL=90 N/L=95 Sent=105Ari=105 N/L=105 Visual Memory WRAML-2 Picture Mem=105 Design Mem=85 Finger Windows=95

7. Jane Doe DOB: 11/24/09 CA: 9-1Neuropsych Eval: 1/25/19Speech/Lang Eval: 1/23/19 Phonological and Orthographic skills for word recognition, reading fluency, spelling, phonics WORD IDENTIFICATION Orthographic System “C- A- T” (Visual System Underlying Writing & Spelling) • Phonological System • /k/ /a/ /t/ • CTOPP • Phonological Awareness 100 SLOW • Segmenting Nonwords 80 • Phonological Memory 107 • Rapid Symbolic Naming (RAN) 76 • SCAN3-C 83: AFG 75 • PAT-2 DECODING NONWORDS • 91, SLOW • TOC Orthographic Processing • Conventions 81 • Spelling Speed 80 • Spelling Accuracy 67 • Total Orthographic Ability 70 • Boder Spelling SS = 68 • 60%/30% Auditory Processing Disorder Motor Dysgraphia Language System Receptive: WISC-V Verbal Comp 106 MAE Token Test (directions) 93 MAE Aural Comp. 98 Expressive: BNT Picture Vocabulary 106/113 Verbal Naming Fluency: COWA 90 Animal Naming 42 Food Naming 95 HISTORY Family hx of reading problems Early language delays IMPRESSION Deficits in phonological & Orthographic Systems, including PHONOLOGICAL AWARENESS (accurate but slow), RAPID AUTOMATIZED NAMING, Difficulty with spelling patterns. DX: Mixed Phonological & Orthographic Dyslexia COMPREHENSION & USE

8. NAME______________________DOB_______________________CA_______________________________________________________________________________NAME______________________DOB_______________________CA_______________________________________________________________________________ Phonological and Orthographic skills for word recognition, reading fluency, spelling, phonics WORD IDENTIFICATION Orthographic System “C- A- T” (Visual System specific to letters/graphemes/symbols) • Phonological System • /k/ /a/ /t/ • (Sound System specific to speech) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • ___________________________________________ • __________________________________ • _____________________________ • _______________________ ______________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________ ________________________________ _________________________ Language System Receptive: __________________________________ _____________________________________________________________________________________________________________________________________________ ______________________________________________ Expressive: _____________________________________ _________________________________________________________________________________________________________________________________________________________________________________________ Other: ________________________________________ _________________________________________ ______________________________________ ________________________________ HISTORY _________________________________________________________________________________________________________________________________________________________________________________________________________________ FINDINGS ____________________________________________________________________________________________________________________________________________________________________________________________________________ DIAGNOSES ____________________________________________________________________________________________________________________________________________________________________________________________________________ COMPREHENSION