Linda J. Lombardino, 2002
Assessing and Differentiating Reading Disorders Part 2_section 1
Classification Model
Linda J. Lombardino, Ph.D. CCC/SLP Ohio Speech-Language-Hearing Association March 16, 2013 Spoken language
Differentiating LLD and DD
Written language
Department of Special Education, School Psychology, and Early Childhood Studies University of Florida
[email protected]
Rationale for this Strategy •
Reading disabilities have different roots causes -- not all reading difficulties are alike
P+
Poor Comprehender
Therefore… Professionals from different disciplines need to be involved in the identification, diagnosis, and treatment of struggling readers
L-
Oral
Normal Reader Phonology P
•
Classification Model - Bishop & Snowing (2004)
L+
Language
Language-Impaired Poor Readers
Classic Dyslexia P-
Language-Learning Disability (LLD)
Learning Disability (LD) • •
•
•
Generic term Refers to a heterogeneous group of disorders Significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills… Conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental language disorders…
–
LD
–
LLD Dyslexia
Taken from Rhea Paul , 2001, figure 11-1, pg 388
Learning disability resulting in difficulty with various aspects of communication (understanding and/or generating language, listening comprehension, discourse, narrative production) Oral Language weakness : vocabulary knowledge, use of correct grammar, li listening i comprehension, h i di discourse, narrative production
–
Written language weakness : reading comprehension , written language composition
–
May have knowledge of basic vocabulary, but not higher levels of language performance
LD LLD Dyslexia
Taken from Rhea Paul , 2001, figure 11-1, pg 388
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Linda J. Lombardino, 2002
Phonological Deficits
Developmental Dyslexia (DD) • Specific reading disability of
Abstract uses of language
LD
neurological origin • A high rate of inheritability
• The identified areas of deficit : phonological awareness, nonword decoding, single word reading, fluency in text reading, spelling, and short-term verbal memory skills
s
Language g g Learning disability
LLD
• Not related to overall cognitive ability, ability lack of exposure to reading, or other extraneous factors such as sensory acuity deficits or emotional disturbance
Listening comprehension
Dyslexia
Dyslexia
Use of semantic knowledge to circumvent difficulties and overall verbal reasoning Taken from Rhea Paul , 2001, figure 11-1, pg 388
Other Cognitive Processes •Phonological processing •Processing speed •Verbal memory
Fundamental Question Strengths vs. Weaknesses Spoken Language Knowledge
Decoding,Word Reading & Spelling
Listening comprehension
d Fl Fluency Reading
Reading Comprehension
READING ACHIEVEMENT
About Dyslexia
Dyslexia Facts
Spoken language
`
Heritability rate between 40-60%
`
Most widely M d l studied d d learning l disability
`
Core deficits----phonological processing (language)
`
Occurs in 2-6% to 10-15% of the school age population
Written language
Characteristics `
Average or above average intelligence
`
Slow word recognition
`
Poor oral fluency (reading aloud)
`
Poor spelling
`
Omission and substitution of function words and suffixes in reading and in writing
`
Good listening comprehension
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Linda J. Lombardino, 2002
Core Deficits in Dyslexia
Phonological Processing Problems: Signature of Dyslexia
RD children have difficulty with: `
`
`
Remembering associations between letters or letter sequences in reading
`
Remembering associations between sounds and letters or letter sequences in spelling
`
Retrieving pronunciation patterns from memory especially in multisyllabic words
the development of complete alphabetic knowledge (sound-letter associations) for reading and spelling
the development of complete orthographic knowledge for reading and spelling (sound-letter patterns) `
dress – spelled with 2 /s/ letters
How deficits manifest
Expression of Phonological Deficits in Dyslexia (Vellutino & Fletcher, 2005)
Best identified at the word level XXXX XXX XXXX XXXX
Weak word identification – fundamental deficit
Connection b/w spoken and written language
Phonological skills decoding Phonological awareness
Alphabetic mapping
Decoding
recognition
spelling
Retrieval
Dyslexia is NOT just a reading disability
Weak Phonological Representations Affect All Aspects of Reading (Vellutino & Fletcher, 2005)
` Alphabetic principle
`
Phonological awareness Decoding Word recognition
` `
Speech production
Fluency
`
Profound effect on reading skill See effects on oral language tasks that require phoneme manipulation See effects on visual tasks that require fast visual-motor visual motor processing See effects on tasks of memory that require holding symbols such as numbers in a sequence See effects on speech production when complex sound combinations are required
Comprehension
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Linda J. Lombardino, 2002
Examples of Clinical Cases of LLD and Dyslexia
Case 1: Dyslexia
Written language
Spoken language
`
No Preschool history
`
Positive family history
`
Strength in spoken language
`
Strength in reasoning
`
Weakness in reading
`
Weakness in phonological processing
Dyslexia Profile (D. R. 10;2) Subtest
GORT‐4th
SS
Rate
2*
Accuracy
1*
Fluency
1*
Comprehension
8
Subtest Oral comprehension Letter-word identification
SS
Case 2: LLD
98 64*
`
Preschool history
Word-attack
84
Reading fluency
61*
`
Positive family history
Spelling
61* 61
`
Nature of school difficulty
70*
Verbal Ability Composite
96
`
Strength in cognitive skills
Sight word efficiency
LLD) (a) number of T-units ((b)) number of ideas (c) total number of words (d) number of different words
Relative strengths in the DD group: `
Formulation of ideas, diversity of vocabulary, complexity of sentences
Similarities (a) percentage of spelling (b) production of grammatically correct sentences
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Linda J. Lombardino, 2002
Hayes & Flowers (1987) Model of Writing Composition
Classification Model - Bishop & Snowing (2004) P+
Planning
• Text transcription: translating language into print through spelling, handwriting, and punctuation
• Detecting Problems • Repairing problems
• Text generation: Translating ideas into language at the word, sentence, or discourse level
Assessing and Differentiating Reading Disorders Part 2_section 2
L-
Oral
LLD ICD-315.00 (Unspecified Reading Disorder) ICD-315.31 (Developmental Language Disorder)
Phonology P
•Generation of ideas •Setting Goals •Organizing a text scheme
Translating
Reviewing
L+
Language
Classic Dyslexia ICD-315.02
P-
Processes involved in reading comprehension
Linda J. Lombardino, Ph.D. CCC/SLP Ohio Speech-Language-Hearing Association March 16, 2013 Component Skill Assessment for Differential Diagnosis Department of Special Education, School Psychology, and Early Childhood Studies University of Florida
[email protected]
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
Processes involved in generating text
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
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Linda J. Lombardino, 2002
READING ACHIEVEMENT
Protocol of Component Strength and Weaknesses
Language Knowledge
Text level reading
Word retrieval
quick access to words Word level reading
Discourse
decode and recognize words
Text level writing
phonological awareness
encode and recall orthographic patterns Letter-sound correspondences “alphabetic alphabetic principle” principle – segment and blend sounds in words
construct meaning Phonological Knowledge
map ideas onto writing using orthographic and linguistic knowledge
Word level spelling
Grapho-phonemic Integration p principle” p p “Alphabet
Syntax
Morphological Knowledge
retrieve information from print by integrating orthographic and linguistic knowledge
Print Knowledge
phonemic awareness
concept of words alphabet knowledge
Vocabulary
Environmental Factors
socio-cultural instruction
Skills Targeted in MARwR Spoken Language
[
Neurobiological Factors
memory processing speed
Skills Targeted in MARwR Spoken Language
[
Vocabulary
Understanding of words and word meanings in both spoken and written language
Vocabulary
Understanding of words and word meanings in both spoken and written language
Word retrieval
Accessing pronunciations of words or sound patterns stored in memory
Word retrieval
Accessing pronunciations of words or sound patterns stored in memory
Morphological awareness
Understanding that morphemic units exist in words and contribute to the meaning of the word
Morphological awareness
Understanding that morphemic units exist in words and contribute to the meaning of the word
Syntactic knowledge Understanding how to use grammatical rules and to adhere to word order, morphological markers, and other syntactic constraints of one’s language
Syntactic knowledge Understanding how to use grammatical rules and to adhere to word order, morphological markers, and other syntactic constraints of one’s language
Discourse skills
Understanding causal connections and inferences in texts
Discourse skills
Understanding causal connections and inferences in texts
Print awareness
Print Knowledge Knowledge g of book conventions, concept p of word in print, p and pprint mechanics
Print awareness
Print Knowledge Knowledge g of book conventions, concept p of word in print, p and pprint mechanics
Letter knowledge
Knowledge of letter names and ability to write letters that represent letter names
Letter knowledge
Knowledge of letter names and ability to write letters that represent letter names
Word awareness
Knowledge that words can be segmented into separate units that represent individual spoken words Phonological Knowledge Awareness that the stream of speech can be broken down into smaller units
Word awareness
Knowledge that words can be segmented into separate units that represent individual spoken words Phonological Knowledge Awareness that the stream of speech can be broken down into smaller units
Phonological awareness Phonics knowledge Invented spelling
Grapho-phonemic Integration Mapping phonemes (sounds) onto graphemes (letters) Knowledge that sounds are represented by letters in some consistent way and use of this knowledge to create spellings prior to conventional instruction
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
Phonological awareness Phonics knowledge Invented spelling
Grapho-phonemic Integration Mapping phonemes (sounds) onto graphemes (letters) Knowledge that sounds are represented by letters in some consistent way and use of this knowledge to create spellings prior to conventional instruction
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
Skills Targeted in MARwR Spoken Language
[
Vocabulary
Understanding of words and word meanings in both spoken and written language
Word retrieval
Accessing pronunciations of words or sound patterns stored in memory
Morphological awareness
Understanding that morphemic units exist in words and contribute to the meaning of the word
Syntactic knowledge Understanding how to use grammatical rules and to adhere to word order, morphological markers, and other syntactic constraints of one’s language Discourse skills
Understanding causal connections and inferences in texts
Print awareness
Print Knowledge Knowledge g of book conventions, concept p of word in print, p and pprint mechanics
Letter knowledge
Knowledge of letter names and ability to write letters that represent letter names
Word awareness
Knowledge that words can be segmented into separate units that represent individual spoken words Phonological Knowledge Awareness that the stream of speech can be broken down into smaller units
Phonological awareness Phonics knowledge Invented spelling
Profiles/Classifications Preschool through first grade
Grapho-phonemic Integration Mapping phonemes (sounds) onto graphemes (letters) Knowledge that sounds are represented by letters in some consistent way and use of this knowledge to create spellings prior to conventional instruction
Taken from: Lombardino, L (2012). Assessing and Differentiating Reading & Writing Disorders. Cengage Learning
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Linda J. Lombardino, 2002
Classifications
Early Literacy Classifications (4-7 years) Profile 1 Mild to moderate mixed spoken language & emergent literacy deficit
Profile 2 Emergent literacy deficit
Profile 3 * Environmental disadvantage deficit
_
+
-/+
Phonological knowledge
-/+
-/+
-/+
GraphemePhoneme knowledge
-/+
_
-/+
At Risk Classifications for PK – First Grade Children Profile 1: Mixed Language and Emergent Literacy Deficit
• • • •
Profile 2: Emergent Literacy Deficit
• • • •
Profile 3: Environmental Disadvantage Deficit
• • • •
Mild to severely depressed language production and/or comprehension Difficulty in one or more phonological processes Low normal to above average nonverbal intelligence Absence of primary visual, auditory or motor disabilities Normal language with or without a history of articulation difficulties Difficulty with emergent literacy skills especially letter knowledge and sound-letter sound letter associations Low normal to above average nonverbal intelligence Absence of primary visual, auditory or motor disabilities
Overall depressed pre-academic skills with or without previous identification of a language delay or disorder History of diminished opportunities for exposure to language and to literacy concepts at home and/or in school Low normal to above average nonverbal intelligence Absence of primary visual, auditory or motor disabilities
Spoken language knowledge
Brittany:
Severe spoken language & emergent literacy deficit
Profile 1 At-risk with spoken language weakness
Amanda : Moderate mixed language and literacy
Profile 2
At-risk with spoken language strengths
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Linda J. Lombardino, 2002
Go to practice report # 1 kindergarten child
Carlos : Emergent literacy Deficit
Go to practice report #2 kindergarten child
Profiles/Classifications Late first grade and beyond
Profile 4: Mixed Spoken and Written Language Disorder Spoken Language characteristics •
Exhibits depressed oral language abilities in one or
Reading and Writing Characteristics •
more domains of language (e.g., semantic, syntax,
spelling •
mild and sometimes do not occur • •
Typically has a history of early language
Exhibits depressed reading comprehension
•
Exhibits depressed writing
impairment
composition in terms of story
Often shows deficits in production of oral language
grammar and other structural elements
narratives and other forms of oral discourse •
Can exhibit relatively good word recognition and reading fluency, and
pragmatics), however, deficits in phonological processing (awareness, memory, rapid) are often
Often shows deficits in use of morphological and syntactic forms
Gail (9 years) Profile 4 Mixed language and literacy
of discourse •
Morpho-syntactic and semantic errors are often observed in written composition
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Linda J. Lombardino, 2002
Gail (9 years) Profile 4 Mixed language and literacy
Profile 5: Specific Reading Disability (Dyslexia) •
Spoken language characteristics •
Depressed phonological decoding of
of words learned, particularly when they consist of
nonwords, word reading, spelling, and
multisyllabic and complex constructions. •
Relatively frequent history of articulation therapy
•
Low average or above language production and
reading fluency • •
reading deficit
Spelling is always impaired and retention of word spelling is very difficult
Listening comprehension exceeds reading comprehension
•
although sometimes holding lengthy oral directions in
Writing mechanics including punctuation conventions are typically poor.
•
memory is difficult •
Handwriting varies from good to very poor
•
Writing conventions, such as punctuation and capitalization
Morph-syntactic deficits may be apparent in written language
are often ignored or misused.
Evan (10 years) Profile 5 Dyslexia
Listening comprehension exceeds word reading and reading fluency
comprehension skills depending on the severity of the word •
Written language characteristics
Depressed ability to remember the precise oral pronunciations •
•
Handwriting can range from good to illegible but is typically of poor quality
Evan (10 years) Profile 5 Dyslexia
Writing Sample from a 7 year old girl with dyslexia Samples of spelling and writing composition in children with dyslexia
Wrote
Tried to write
¾I
`I
Im a gaon ¾I go m dog ¾Goa is aon a a don
have a dog ` I’m going to be a clown
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Linda J. Lombardino, 2002
Writing sample from a 12 year old boy with dyslexia
Spontaneous written language sample from an 11 yr old with dyslexia `
`
“Today in LAD (lab) we played with suchtion (suction) cups. It took 50 pru to pull them apart. first w (we ) tride (tried) to pull them aprrt with 14 peple. l The Th inveter i (i (inventor) ) off sushin hi cups and put them together and 2 horss (horses) culd (could) not pull them a part”.
(verbal analogies on the WJ-COG = 129)
Profile 6: Reading Comprehension Disorder Spoken language characteristics
Written language characteristics
•
•
Typically unidentified with learning difficulties until 4th grade and beyond.
• • •
Buying on the Enter net has gotten cheper than in the store like 1.00 for a pake of cards on the enter 2.00 for the same pack in the store. The enter net is also much faster, you can by things n seconds. One bad thing about the enternet is it takes awile for delivry. Another bad thing about the net is you only pass address and creid card number, but in stores they can make you feel good and laugh you cant do that on a computer. ` NOTE: PHONICS listening comp=138 word attack=95 PA=85 verbal analogies=132 word id=94 spelling=95 `
Harry (14 years) Profile 6 Reading Comprehension Deficit
Word level reading, decoding and spelling are all superior to
Average to strong phonological decoding and word recognition
What does online shopping cost us?
reading comprehension •
Depressed reading
Relatively weak language comprehension skills at the
comprehension skills,
word and discourse levels
particularly beyond a 3rd-4th grade
Weaknesses in telling well structured and integrated
reading level
stories orally and in writing •
Variable performance on tasks of working memory
Harry (14 years) Profile 6 Reading Comprehension
Classification Model - Bishop & Snowing (2004) P+
Comprehension disorder
Oral
LLD ICD-315.00 (Unspecified Reading Disorder) ICD-315.31 (Developmental Language Disorder)
Phonology P
L-
L+
Language
Classic Dyslexia ICD-315.02
P-
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Linda J. Lombardino, 2002
Assessing and Differentiating Reading Disorders Part 2_section 3 Linda J. Lombardino, Ph.D. CCC/SLP Ohio Speech-Language-Hearing Association March 16, 16 2013
Problems Surrounding the Diagnosis of Dyslexia
`
Lack of recognition of “dyslexia” as a specific learning disability ¾
`
Use U off a single l standard d d to make k the h diagnosis d ¾
Key Points of Interest for Differential Diagnosis Department of Special Education, School Psychology, and Early Childhood Studies University of Florida
¾
`
[email protected]
Overwhelming neuro-psychological and neuro-biological evidence
Discrepancy requirements Scores must be below a specific metric (e.g., 1 or 1.5 standard deviations below mean)
Use of a single deficit theory ¾
Requiring that a specific skill be deficient such as phonological decoding, reading fluency etc.
Most Widely Recognized Deficit Skills in the Classification of Dyslexia
Problems continued
9 Difficulties
No one pattern of deficits can be used to diagnosis dyslexia
Patterns of strengths and weaknesses vary with 9 Number of areas of strength to facilitate compensation ¾ ¾ ¾ ¾ ¾ ¾
Socio-cultural opportunities Educational opportunities Degree of appropriate and intensive intervention Motivation/determination Reasoning abilities Memory abilities
`
automatic mapping of arbitrary language and print information ` ` ` `
` `
Phonological decoding Word-level reading Reading fluency Spelling – transcription
Word finding Organization/fluency of oral language
` ` `
9 Difficulty
strengths
`
with the phonological processing sounds
manipulation memory retrieval
mapping sounds of speech onto letters/print
symbols
Language Characteristics of Dyslexia weaknesses
Spoken language Listening comprehension Drawing inferences in reading comprehension Writing content
reading spelling
Cognitive Characteristics of Dyslexia Weaknesses `
Universal deficits in phonological processing
`
Universal deficits in rapid naming
`
Short-term working memory especially for symbols holding little semantic information
Strengths `
Fluid reasoning
`
Recalling information/retelling stories
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Linda J. Lombardino, 2002
Key Diagnostic Indicators for the Diagnosis of Dyslexia
Discrepancies p between spoken p language g g and written language spoken language > written language
Discrepancies between performance on difference components of writing
e.g.
content of text > spelling and punctuation
Discrepancies p between pperformance on difference components of reading e.g. reading comprehension > word-level decoding and recognition
Discrepancies in one or more cognitive processes
e.g.
fluid reasoning > processing speed
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Linda J. Lombardino, 2002
Timed word reading Rapid automatized naming Symbol coding, visual matching 8 5 7 3 2 6 8 0 5 7385241 Mathematic calculations
Discrepancies between transcriptional skills in writing and generation of ideas e.g. content knowledge > spelling and punctuation
Common Discrepancy Patterns on WJ-III-ACH tests
Oral comprehension > word-level reading & decoding
Common Patterns on WJ-III-ACH
y > word-level readingg Readingg fluency Passage comprehension > word-level reading Writing samples > writing fluency
Common Discrepancies between Composite Scores on WJ-III-COG and indices on WISC-IV
Common Patterns on WJ-III-COG and WISC-IV
WJ-III-COG (between composites)
WISC-IV (between indices)
Thinking Ability > Cognitive Efficiency
Perceptual Reasoning > Processing Speed Verbal Comprehension > Processing Speed Verbal Comprehension and Perceptual Reasoning > Processing Speed and Working Memory
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Linda J. Lombardino, 2002
Common Discrepancies within Composite Scores on WJ-III-COG and indices on WISC-IV
Thinking Ability Composite Sound blending is often elevated in comparison with other measures of phonological awareness
?
`
High sound blending scores in persons with dyslexia often inflate reasoning score and obscure phonological coding deficit
?
`
`
Perceptual Reasoning Index
Visual matching test is typically lowest score
Severe deficits in spelling and other conventions need to map words into text
Family and developmental Working Memory Index `
typically average range – one test
Cognitive Efficiency Composite
Qualitative observations of a range of academic tasks
Verbal Comprehension Index
`
Verbal Ability Composite
Diagnosis by Convergence of Evidence
WISC-IV (within indices)
WJ-III-COG (within composites)
history
Likely to have most difficulty with letter-number sequencing & backward digit span
Processing Speed Index `
Likely to have most difficulty with coding and symbol search
Test scores and discrepancies across skill and on
Rate of learning on tasks of reading timed vs. untimed tests of word-reading and and writing and nature of errors performance on tasks of phonological processes and rapid naming
How to Avoid Incorrect Conclusions When Diagnosing Dyslexia
Lack of deficit in one specific area such as decoding or word-reading
`
Adequate scores in reading comprehension
`
Adequate scores in all areas, especially in the early grades
`
Include timed measures of word and text-level reading
`
Listen to parents experiences from working with child at home
Final Look More Clinical Cases
male: 5 year, 7 month February, kindergarten public school
Developmental D l l & Familial F ili l Hx
Case 1
`
Some difficulties at birth but quickly resolved
`
Age appropriate communication and motor milestones
`
Average health and good coordination
`
Both father and brother having reading disabilities
Presenting Problems
Struggles with: ` Learning letters ` Writing ` Organization ` Following multi-step commands
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Linda J. Lombardino, 2002
5 year 7 month kindergartener
ALL Tests of Spoken Language
ALL Criterion Test for Emergent Literacy
Subtests Basic Concepts
Ss 11
%tile 63
Receptive Vocabulary
13
84
Parallel Sentence Production
14*
91
Word Relationships
12
75
Listening Comprehension
10
50
Language Composite
112
79
Subtest Matching Symbols Word Retrieval Rapid Automatic Naming Concept of Word Invented Spelling
ALL Emergent Literacy Tests Subtests Rhyme Knowledge Elision Sound Categorization Phonological Composite
Ss 9 8 9 91
tile 37 25 37 27
Phonics Knowledge Sight Word Recognition Phonological-Orthographic Composite
4* 7 68*
2 29 2
Emergent Literacy Composite
76
5
male: 7 years, one month 1st term of first grade public school D Developmental l l & Familial F ili l Hx
` ` ` `
Criterion Meets criterion Meets criterion Meets criterion Does not meet criterion Does not meet criterion
Woodcock-Johnson III Tests of Achievement Subtest Picture Vocabulary Spelling Story Recall Oral Comprehension
spoken language > emergent literacy
`
Raw Score 9 7 109 seconds 4 8
Unintelligible speech until ~ 2 years Positive family hx for reading difficulties for bio. Father Sibling with autism Sibling in gifted program Signs in K such as writing numbers backwards, skipping words when reading, incomplete assignments
Ss 96 100 116** 109
%tile 40 49 86 73
Case 2
Dx: Dyslexia ICD-10-CD Code 315.02.
First grade student, public school Gray Oral Reading Test – 4 (GORT‐4)
ALL Tests of Spoken Language
Presenting Problems `
Started school in 2nd grade math and reading
`
Just moved back to 1st grade level reading
`
Incomplete assignments
`
Slow oral reading
`
Composite Score Language Composite
Ss 135
%tile 99
ALL Emergent Literacy Tests Composite Scores Phonological Composite
Ss 111
%tile 77
Phonological-Orthographic Composite
104
61
Emergent Literacy Composite
109
Subtests Rate Accuracy Fluency Comprehension
Ss 5 5 5 9
%tile 5 5 5 37
Oral Reading Quotient
82
12
Examples of reading errors Target g word
73
Difficulty with spelling and reversing letters when spelling
`
Reversal of numbers in math assignments
`
Verbal answers are correct but written answers are often incorrect
Child’s p production
new
Test of Word Reading Efficiency (TOWRE) Ss 86
Phonemic decoding efficiency
91
27
Total Word Reading
86
17
wath stairs
goes
gets
spoken language > emergent literacy spoken language> word and text-level reading comprehension > fluency
(timed 45 sec) Subtests Sight word efficiency
now
with stars
%tile 17
Dx Dyslexia ICD-10-CD Code 315.02
Ten year old male, home schooled Woodcock‐Johnson Tests of Cognitive Abilities‐3rd edition
Case 3
Subtest Verbal Comprehension Visual-Auditory Learning Spatial Relations Sound Blending Concept Formation Visual Matching Numbers Reversed Verbal Ability Composite
Ss 96 90 92 112 107 60* 97 96
%tile 39 25 30 80 68 0.4 43 39
Thinking Ability Composite Cognitive Efficiency Composite General Intellectual Abilities Com
95 77* 91
41 6 28
Ss 64* 61* 85 62* 61* 62* 89 84* 98 62* 72* 78*
Subtest Sight Word Efficiency Phonemic Decoding Efficiency Total Word Reading Efficiency
Ss
