Checklist for Developmental Reading Disorder

Use reading material that is at the child's instructional reading level.
The instructional level is the level of reading difficulty at which you should teach the child.

Checklist questions for this module are based on assessment of ten different reading experiences.
More than one observation will be needed in order to complete this module accurately.


  1. How many times out of ten reading experiences does the learner exhibit word reversals when reading orally?


    2.  
     Suggestions for reversals when reading = Large Print, Horizontal Eye Tracking, Neurological Impress 
     
  2. How many times out of ten are the learner's verbal skills stronger than his/her reading skills?


    3.  
     
     
  3. How many times out of ten does the learner exhibit slow reading rate and poor fluency (reading smoothness)?


    4.  
    Suggestions for slow reading rate and fluency = Carbo Recorded Tape (also all Oral Reading Strategies) 
     
  4. When reading orally, how many times out of ten does the learner repeat a word or phrase several times before continuing?


    5.  
    Suggestions for repeating of a word or phrase = Grounding, Assisted Reading, and Echo Reading 
     
  5. How many times out of ten is the learner's comprehension lower than expected for his/her I.Q. and/or educational opportunity?


    6.  
      Suggestions for poor comprehension = Visualization, TV Retell, Read-Pause-Think, and Think Aloud
     
  6. How many times out of ten does the learner fail to gain adequate understanding (even if oral fluency is good)? [Direct Dyslexia]


    7.  
      Suggestions for comprehension issues = See #5 above and Mapping.
     
  7. How many times out of ten does the learner exhibit difficulty with oral reading (even if comprehension is good)? [Deep Dyslexia]


    8.  
     Suggestions for poor oral reading = Carbo Recorded Tapes, Echo Reading, Oral Close, Assisted Reading, Grounding and Neurological Impress

  8. How many times out of ten does the reader ignore context clues and rely totally on phonics? [Surface Dyslexia]


    9.  Suggestions for ignoring context clues = Teach context clues 
     
  9. How many times out of ten is the learner unable to apply phonics to decode words? [Phonological Dyslexia]


    10.  
    Suggestions for poor phonics = Vitale Phonics 
     
  10. How many times out of ten does the learner have trouble recalling the alphabet sequence without singing the alphabet song?

    11. [Although recalling the alphabet sequence seems like an easy task, many older children and adults with dyslexia are not able to do so without singing the alphabet song.]

    Suggestions for recalling alphabet = Alphabet Strategy

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Last revised: Jan 6.2001