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Screening for dyslexia, dyspraxia and visual stress in HE

Screening for dyslexia, dyspraxia and visual stress in HE. S.A. Nichols, J.S. McLeod, J.M. Brown, L.J. Smith, F. Summerfield, R.L. Holder * Centre for Inclusive Learning Support, University of Worcester * University of Birmingham. Original Aims.

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Screening for dyslexia, dyspraxia and visual stress in HE

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  1. Screening for dyslexia, dyspraxia and visual stress in HE S.A. Nichols, J.S. McLeod, J.M. Brown, L.J. Smith, F. Summerfield, R.L. Holder * Centre for Inclusive Learning Support, University of Worcester * University of Birmingham

  2. Original Aims • To analyse the effectiveness of current screening practice at UW and compare it with a computerised method, LADS (Lucid Adult Screening Test): • Tutor method consists of selected subtests from: • Bangor Dyslexia Test (BDTA) (Miles 1983); and • Dyslexia Adult Screening Test (DASTA) (Fawcett and Nicolson 1998)

  3. Definitions • Dyslexia “is evident when accurate or fluent word reading and/or spelling develops very incompletely or with great difficulty’ (Singleton, 1999, p.18) • Dyspraxia is regarded as an impairment or immaturity of the organisation of movement. Associated with this may be problems of language, perception and thought (Dyspraxia Foundation, 2007)

  4. Definitions • Visual stress is not currently defined as a specific learning difficulty. In identifying stress we follow the definition by Kriss and Evans (2005, p.1) of a syndrome characterised by ‘symptoms of visual stress and visual perception disorders that are alleviated by using individually prescribed colour filters.’

  5. The screening and assessment process

  6. Model • As screeners we are looking for signs of the same difficulties used by assessors to identify SpLD. • We do not spend much time exploring the student’s history of difficulty, nor do we look at differentials between underlying ability and achievement. So we are looking for problems in the following:

  7. Difficulties investigated • Working memory • Phonological processing • Visual processing • Sequencing and orientation • Hand-eye coordination • Spelling • Reading • Writing Plus possible genetic factors

  8. RecruitmentProcess

  9. Screening results

  10. Projectprocess

  11. Co-morbidity of dyslexia, dyspraxia and visual stress from the 60 assessments used. Assessed negative = 15

  12. Additional Aims • How well does our tutor screening tool identify SpLD? • Can the tool, or the process with which it is used, be improved?

  13. Analysis • To assess the accuracy of our battery for identifying SpLDs, we: • calculated sensitivity and specificity for various combinations of subtests • calculated the statistical significance of correlations between each subtest and each condition • used logistic stepwise regression analysis to determine the most effective combination of tests

  14. Dyslexia

  15. Dyspraxia

  16. Visual Stress

  17. Any SpLD

  18. Sum of stepwise regression analyses • Left/right confusions • Polysyllables • Subtraction • b/d confusions • One minute reading • Phonemic segmentation • Digit span • Nonsense reading • One minute writing

  19. What next? • A shortened battery of screening tests plus test for visual stress • A computerised pre-screening test • An analysis of barriers to referral • Further promotion of the Disability and Dyslexia Service.

  20. One minute reading for a student aged 22 -24 years • 97 – 126 words = no risk • 86 – 96 words = low risk • 71 – 85 words = moderate risk • 70 or less words = high risk

  21. One minute writing for a student aged 22 – 24 years • 32 -39 words = no risk • 30 -31 = low risk • 21 -29 = moderate risk • 20 or less = high risk

  22. Questions?

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