Author/s: Sally E. Shaywitz, MD
India Project Manager: Dr. Michelle Joseph, PhD
Age Range: Upper Kindergarten – Grade 1
Administration: Individual of Group
Norms: India norms
Quick, evidence-based screening tool that identifies students who are at risk for dyslexia.
Easily and efficiently screen individuals or groups for dyslexia
The Shaywitz DyslexiaScreenTM – India is an efficient, reliable, and user-friendly dyslexia screening tool for UKG – 1 students who may be at risk for dyslexia. Created by Dr. Sally Shaywitz, a global leader in dyslexia, it emphasizes phonological, linguistic, and academic performance based on teacher observations, all in just a couple of minutes per student—as opposed to other measures which take up precious instructional time.
Features and benefits of the Shaywitz DyslexiaScreen:
- Items adopted for India
- Normed for India
- Quickly and easily identifies dyslexia risk
- Developed specifically for young students
- Administration takes less than 5 minutes per student
- Allows screening of individuals or groups
- Easy to use, teacher-friendly rating scale
- Digital administration, scoring, and reporting via Q-global or via the Universal Screening application
To explain the results properly, the professional must have successfully completed formal coursework in assessment. Tests may be purchased by individuals with: A master’s degree in psychology, education, occupational therapy, social work, counselling, or in a field closely related to the intended use of the assessment, and formal training in the ethical administration, scoring, and interpretation of clinical assessments. OR Certification by or full active membership in a professional organization that requires training and experience in the relevant area of assessment. OR A degree or license to practice in the healthcare or allied healthcare field. OR Formal, supervised mental health, speech/language, occupational therapy, social work, counselling, and /or educational training specific to assessing children, or in infant and child development, and formal training in the ethical administration, scoring, and interpretation of clinical assessments.
Interpreting Shaywitz DyslexiaScreenTM–India scores requires a higher level of qualification than completing the survey. The Shaywitz DyslexiaScreenTM–India forms may be completed by teachers with a range of educational backgrounds, provided that they have taught the student referred for evaluation with the Shaywitz DyslexiaScreenTM–India and have familiarity with the student’s language and academic skill levels. The trained user will take responsibility for appropriate preparation of the teachers, as needed and use of the results.
Scoring & Reporting Platforms
The Shaywitz DyslexiaScreenTM–India is available using Q-global, Pearson’s secure web-based scoring and reporting application that is accessible from any computer connected to the Internet. Additional information regarding Q-global technical requirements can be found at www.helloq.com. Screener Frequently Asked Questions (FAQs) are found in the About the Shaywitz DyslexiaScreen.pdf in the Q-global Resource Library.
Content & Administration
The Shaywitz DyslexiaScreenTM–India is a digital-only product for administration, scoring, and reporting.
The Shaywitz DyslexiaScreen offers two forms:
- Form 0 is for teachers of students ages 5:0 through 6:11, typically in kindergarten, and consists of 10 items.
- Form 1 is for teachers of students ages 6:0 through 7:11, typically in Grade 1, and consists of 12 items.
A teacher completing Shaywitz DyslexiaScreenTM–India is expected to rate statements regarding a student’s language and academic behaviors based on how frequently he or she demonstrates each behavior.
The results of these ratings generate individual and group reports:
- Individual Reports include student’s standard demographic information, risk level, and an interpretive statement.
- Group Reports include all students’ risk levels listed by examinee ID or Last Name.
The results of the SShaywitz DyslexiaScreenTM–India for a particular student include a simple classification of At Risk for Dyslexia or Not At Risk for Dyslexia. This classification makes it easy for professionals to interpret and communicate results.
In addition, a 1-page document entitled, “Strategies for Families and/or Caregivers” is available for students who are classified as “At Risk for Dyslexia.” This page is intended to be sent home to support families as they work on language-based skills, whether oral or written, critical for reading success.
The Shaywitz DyslexiaScreen was normed as part of the Connecticut Longitudinal Study that Dr. Shaywitz began in 1983. Dr. Shaywitz continues to follow 80% of the individuals included in the Connecticut Longitudinal Study. As explained in an article by Ferrer et al. (2015), the purpose of the Connecticut Longitudinal Study was to determine if cognitive and academic differences are evident between students with dyslexia and their typically developing peers as early as first grade and if so, whether the trajectory of these differences increases or decreases from Grades 1 through 12. The sample of students was followed prospectively and longitudinally from school entry into early adulthood for the purpose of studying the development of reading, learning, and attention (Ferrer et al., 2007; Ferrer et al., 2010; Ferrer et al., 2015; Shaywitz et al., 1995; Shaywitz, Fletcher, Holahan, & Shaywitz, 1992; Shaywitz et al., 1999; Shaywitz, Shaywitz, Fletcher, & Escobar, 1990). Results indicated that the achievement gap between students with and without dyslexia is evident in first grade and persists into adolescence, providing a strong impetus for identifying young children at risk for dyslexia and beginning intervention programs as early as possible (Ferrer et al., 2015).
In addition to the original and ongoing data collection by the author, Pearson completed an additional national validation studies in 2016 and 2017 for each form to corroborate and provide further supporting evidence to the author’s data set. Detailed information about the reliability and validity of the screener can be found in the test manual.
Q-Global Technical Requirements
The Shaywitz DyslexiaScreen is available using Q-global, Pearson’s secure web-based scoring and reporting platform that is accessible from any computer connected to the Internet. Additional information regarding Q-global technical requirements can be found at www.helloq.com. Screener Frequently Asked Questions (FAQs) are found in the About the Shaywitz DyslexiaScreen.pdf in the Q-global Resource Library.
Universal Screening System Technical Requirements
- Windows 98, 2000, XP, Vista, 7, 8, or 10 (XP or Higher Recommended)
- MAC OS X Tiger, Leopard, Snow Leopard, Lion, or Mountain Lion (Leopard or Higher Recommended)
- Android 4.4 and above
- iOS 7 and above (Safari)
- Internet Explorer 9 or above
- Google Chrome (Any Version)
- Safari 7 and above
Note: Browser support subject to change from this document if browser’s manufacturer drops support for said version.
An Internet Connection
- A high-speed Internet connection is recommended. 512 MB of memory (RAM)
- 1 GB of memory or more is recommended
District network should allow for all e-mails from the domain pearson.com to be delivered.
The screener is scored automatically once the items have been completed by the teacher and submitted. Results appears immediately and can be printed, saved, and/or shared with others. The results of the Shaywitz DyslexiaScreenTM–India for a particular student include a simple classification of At Risk for Dyslexia or Not At Risk for Dyslexia. This classification makes it easy for professionals to interpret and communicate results.
Q-global sample reports
Frequently asked questions.
Click on a question to see the response.
The results for children who are considered “out of level” are not necessarily invalid and may be interpreted by qualified practitioners. If a child’s age is outside the typical age range associated with his or her grade level, Q-global alerts the user by providing a message window entitled, Invalid Assessment Record(s). The error message indicates the age levels typically associated with the form and advises using caution when interpreting results.
Schools and school districts are able to purchase this tool, as is our typical process. For individual purchases, users must be Level B qualified. Some teachers may be Level B qualified, some may not.
Dr. Shaywitz and Pearson agree that classroom teachers are those professionals closest to the student academically. They are the best responders to academic performance related to reading for this screener. When Dr. Shaywitz developed the screener based on her long-standing data set, she specifically crafted the items for teachers. She wanted the best evidence to come from teachers who can respond to questions about student performance in the classroom environment.
Administering a screening program includes identifying appropriate students to screen, whether a universal student population or a subset of students, and ensuring that the screening program is administered with fidelity. Those who administer screening programs also must train examiners appropriately, interpret results correctly within the limits of the scope of the screening tool, and disseminate results appropriately to various stakeholder groups.
Recommendations about what to do next following screening require a collaborative approach between professionals from different disciplines and often across general and special education perspectives.
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