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Dyslexia Reading Screening



Reading Categories:

Error Percentile:

Grade Level Targets:

Dyslexia Indicators:

Decoding Words:

Identifying words using a graded word list (San Diego Quick inventory)

Each grade level uses a word recognition scoring as follows:


0-1 errors = an independent reading level


2-3 errors = an instructional reading level


4 or more errors = frustration level of reading


Kindergarten = 90 % letter recognition of the 26 letters of the alphabet


1stGrade = 0 letter recognition errors of the alphabet and 0 errors with the Kindergarten site word list


2nd-8thGrade = 0-3 errors on or above any grade level word recognition listing

  • Directionality confusion with letters (b-d/b-p/p-q/j-g)

  • Manipulation of sounds (vowels/r-l/sh-ch/ur-ir)

  • Letters are out of sequence (how=who/saw=was/united-untie)

  • Reading by shape (sleep=sheep/beach=bench/may=way)

  • Reversals (girl=gril/form=from/there=three)

  • Directionality confusion with shapes (big=dig/bump=dump)

  • Inserting/Omitting letters (could=cold/palace=place/ounce=once/very=every)

  • Silent-E confusion (her=here/rid=ride/quite=quiet)

  • Guessing based on first/last letters

  • Replacement of word with known word or a made up word (come=came/horse=pony/speed=fast/tiny=small/journey=trip)

  • Omit suffixes (needed=need/shoulder=should)

  • Skip the words they do not know

Phonologic Decoding:

Distinguishing and mapping letters to sounds by reading nonsense words (Barton Nonsense Word List)


90% letter to sound recognition


2nd-3rdGrade = 0-1 errors per list after a second decoding attempt

  • Inability to sound out nonsensical words

  • Unable to distinguish letter to word sounds

  • Inability to recognize blends/diagraphs/word endings

  • Weakness in phoneme structuring

Multisyllable Words:

Distinguishing word parts (prefixes, suffixes, root words) by breaking multisyllable words from whole to parts

(Rewards screening)



3-8thGrade screening:


20 words (word count for accuracy in word pronunciation)


78 word parts (for accuracy in phonemic awareness)

3rdGrade = 80 % accuracy with word parts and an 80 % accuracy with the whole word pronunciation


4thGrade = 85% accuracy with word parts and a 90% accuracy with the whole word pronunciation


5th-8thGrade = 90% accuracy with word parts and a 95% accuracy with the whole word pronunciation

  • Fuzzy phonemes = trouble distinguishing sounds

  • Suffixes= (bake/baking/baked/baker)

  • Omit suffixes (needed=need/shoulder=should)

  • Insertions/Omissions

  • Sliding letters between word parts


  • Guessing based on first/last letters

  • Skip the words they do not know


Individual Reading Inventory:

Analysis of reading fluency, word recognition, and comprehension.

Pre & Post year analysis using the districts adopted basal.

Mid-year analysis using DIBELS grade level reading inventory.

  • Passages have varying word counts which increases according to grade level

  • Word recognition increases in difficulty according to grade level expectations

  • Comprehension includes sequence of events, main character, plot, literary genre, and connections beyond the text

Kindergarten = 75 % word recognition with an 80% comprehension of primer level passage


1stGrade = 80 % word recognition with a 90% comprehension of a grade level passage


2ndGrade = 85% word recognition with a 95 % comprehension of a grade level passage


3-4thGrade = 90% word recognition with a 95% comprehension of a grade level passage


5th-8thGrade = 90% word recognition with a 95% comprehension of a grade level passage

  • Auditory discrimination is hindered with various letter combinations (f-th/r-l/m-n/s-ch)

  • Random word recognition (unable to read same words in various paragraphs or different pages)

  • Unknown words are skipped or misread by shape/first letter association or mangling letters known

  • Odd pauses while reading (runs over punctuation and chooses own pausing points)

  • Random punctuation awareness

  • Prepositions are switched around or completely omitted

  • Reliance on picture clues vs. textual clues

  • Fluency is weak due to word-word decoding

  • Lack of cadence or inflection

  • Comprehension is halted due to lack of word recognition

  • Comprehension is limited due to fluency, story details are omitted

  • Inserted story details are evident due to word insertions or omissions

  • Inferences are weak/brief/omitted

  • Labor intensive reading (observed behavior indicators)

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