Dyslexia index score interpretation?
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Anonymous
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Just got my daughter’s neuropsych report back. Dyslexia index scores (WIAT-4 test) were:
Overall: 77 Word reading: 78 Phonemic proficiency: 81 Sentence composition: 93 - sentence building: 97 - sentence combining: 92 Seems like, from my research, the overall score is moderate for dyslexia, driven primarily by the word reading score. The rest of the scores are considered “elevated.” Higher is better, right? So would it be accurate to say she has moderate dyslexia? Neither mild nor severe? Looking at this interpretation: https://www.teacherspayteachers.com/Product/WIAT-4-Dyslexia-Index-Risk-Classification-Graphic-9444581 |
Anonymous
| Other scores would give us more info. What was her FSIQ? |
Anonymous
FSIQ was 130. Neuropsych said, though, that due to low working memory, GAI is a better indication of her abilities. That was 136. Other subtest scores: Verbal comprehension: 130 (98th) Visual spatial: 144 (99.98th) Fluid reasoning 123 (94th) — neuropsych said this was impacted by ADHD Working memory: 85 (16th) — impacted by ADHD processing speed: 132 (98th) Neuropsych thinks the working memory can be improved by medicating the ADHD. |
Anonymous
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Following…wasn’t really aware you could “grade” dyslexia as mild/moderate/severe by this test score.
Are there published ranges? |
Anonymous
OP here. I just found the linked interpretation of the dyslexia index scores. I think that speaks to intensity of it? Not sure though, which is why I posted. |
Anonymous
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So that states “risk” of dyslexia.
I would not hang your hat on that being a severity score of dyslexia. |
Anonymous
So is there a way to determine severity of dyslexia? |
Anonymous
| It certainly appears like a reading learning disability. |
Anonymous
I know. I’m trying to determine severity. |
Anonymous
I don't know about a dyslexia scale in terms of mild, moderate etc., but these scores are wildly out of sync with any of the FSIQ subscores, and in that sense I would consider it serious. There is a way of demonstrating how a disorder is impacting achievement by comparing IQ and achievement scores. Generally, one compares the highest IQ subscore (here 144) and the achievement score. Generally, one standard deviation is 22 points on the 100+ scale (I forget the name of that score z-score or t score) If the difference is more that 1.5 standard deviations (so 33 points) the difference is considered "significant". Your DC's word reading score is 3 full standard deviations below documented IQ subscore. That is VERY significant in tbe sense that it is a huge impediment to performing anywhere near ability. It will become more obvious the older DC gets and the more reading for information or reading for discussion or writing becomes important to doing well in school. To help contextualize - look at the percentiles for each score a 144 is 99.8%ile but a 78 is the 7th percentile. Think what that must feel like for the DC. Dyslexia is remediable with the right kind of reading instruction (OG), but as a parent, I would make sure a kid with this profile got a lit of it as early as possible, along with other dyslexia appropriate instruction and accommodations. The good news is that this kid is extremely bright and will be able to use that to compensate to some degree, the bad news is that it will also cause a lot of frustration. I would watch carefully for anxiety, depression and damage to self-esteem. |
Anonymous
This sounds like a weird Q, but why are you trying to determine "severity"? Hoe does it help you to determine "mild" vs "moderate" vs. "severe"? Even "mild dyslexia" and/or ADHD qualifies for an IEP. Are you trying to picture how successful your kid will be in school or his/her future life pathway? The high IQ means that if you treat the dyslexia and ADHD, this kid has a lot of ways to compensate and can find a pathway to success. Are you trying to determine how much tutoring? For even mild dyslexia, I would first do a LOT of OG instruction (like 3-4 days a week) and see what the response is to that intervention. Are you trying to decide if medication is "worth it"? Again, I would try medication and see the response. IQ and reading achievement is vastly different. As a mom to a kid with high IQ, ADHD and a reading disorder which benefitted greatly from OG style reading instruction, I can say that dyslexia and ADHD contribute in different ways to reading problems. The dyslexia influences decoding and encoding and the ability (or lack thereof) to reach high fluency and decreased cognitive load in decoding, while the ADHD affects ability to attend to boring text, ability to simplify and organize longer text in a way that allows the student to remember the thread of the reading (requires working memory and executive function), and the ability to recognize social cues in text (social pragmatic language is a common weakness in ADHD). For my kid, medication really helped with the contribution of the ADHD part affecting reading. I wish I'd tried medication in ES instead of waiting until HS. |
Anonymous
| Why are you the one trying to determine severity? You have an evaluation - what did it say? If they just said dyslexia and didn't mention mild/mod/severe, I'm curious why you're hung up on this. You have a diagnosis and recommendations. If the neuropsychologist did not mention severity level, then you will be unable to "determine severity" by yourself. |
Anonymous
| If you really care, then ask the psychologist who did the evaluation. That is the only possible way to answer your question. |
Anonymous
I suspect that this has to do with private schools since some will accommodate a milder diagnosis. |
Anonymous
Is this the case, OP? What privates are you considering? |