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Literacy Screening
Literacy Screening seeks information to support all students. Wenatchee School District will screen students in Grades K-2 for weaknesses in literacy skill(s) development that may be associated with dyslexia.
All children, including those with dyslexia, have talents, interests, and strengths. All children should be encouraged, and we can use those strengths to advance their learning. Children with dyslexia may have strong verbal and thinking skills, such as:
- Creative, outside-of-the box problem-solving skills
- Listening skills
- Imagination and curiosity skills
- Recognizing patterns
- Building, assembling, and working with objects
- Athletic, artistic, or musical skills
With appropriate instruction and supports, a child with dyslexia can learn to read and write. Beneficial instruction is clear and aligned with evidence-based standards. This webpage includes description of district services including supports for parents and students, and a Common Struggle area by age/grade levels (Pre-K, Early School Years, Later School Years).
What is Dyslexia?
- An often-inherited neurological difference that impairs processing the phonological (sound) aspect of language, specifically the ability to perceive and manipulate the individual sounds in words, which can lead to problems with vocabulary development, reading comprehension, and written expression.
- Characterized by challenges with reading and spelling, particularly with the development of the connections between letters and sounds.
- Not related to overall intelligence or sensory capabilities.
- Not caused by a lack of motivation, interest, or ineffective classroom instruction.
- What is Dyslexia? | Dyslexia Explained - YouTube video opens in new window.
What is a Literacy Screener? An academic screener is: A short, informal test that is given to all students to determine whether further testing is needed. Not a formal evaluation for learning difficulties.
Why is my child being screened? Early and intense intervention to address reading difficulties is the best way to prevent early problems from becoming more severe over time. With early identification and early intervention, students at risk for reading difficulties, including dyslexia, can succeed in school and graduate ready for college, career, and civic life.
Wenatchee Schools use literacy screening tools to support all our students; however, beginning Fall 2021-22 our district will screen for Dyslexia to support our youngest students.
- Not only will Phonemic Awareness, Phonological Awareness, and Letter Sound Knowledge continue to be tracked for learning, a Rapid Automatized Naming (RAN) screener will be intentionally added for students in Kindergarten through Grade 2.
- Students who enroll in Wenatchee Schools in these grade levels with no record of participating in a RAN screener, will be administered the RAN within 4 weeks of their enrollment to the school or if sooner, at the next assessment window.
- If a student in K-2 demonstrates a deficit area on the initial screener, progress should be monitored.
- The screening tool will be administered by a fluent speaker in the student’s strongest language.
- A team will analyze the reports and determine interventions via a multi-tiered system of support.
- Families will always be engaged in decision-making and informed of student performance.
- If, after providing multi-tiered interventions, the student continues to have indications of dyslexia then the school district will recommend to the student’s parents and family that the student be evaluated for dyslexia or a specific learning disability.
- Looking ahead, we are working on process-language to support students with screening beyond Grade 2.
- Understanding Literacy Screening
A family/school partnership is essential for student success. The first step when you are concerned about your child’s progress is to make an appointment to talk to the teacher to discuss:
- Your concerns and questions.
- The teacher’s concerns and questions.
- Steps to learn more about your child’s struggles and needs. Parents of Students With Dyslexia Have Transformed Reading
- Plan a follow-up meeting to share findings & discuss connecting instruction to your child’s needs.
Classroom Supports
Accommodations Create Access - In addition to appropriate instruction, accommodations help children with dyslexia in the classroom and increase their independence. Some supports that students find helpful include:
- Classroom instruction that is grounded in structured literacy: explicit, direct, cumulative, and multi-sensory.
- Extended time for reading and writing.
- Breaking up long assignments.
- Quiet place for studying and testing.
- Audio books (including for textbooks) or computer support for reading. Check out Bookshare.
- Computers with dictation software. Closed captions when watching videos to reinforce word knowledge. Check out the International Dyslexia Assocation for more information.
Social Emotional Support
Build on Strengths and Advocacy Skills - Children with dyslexia may also struggle with self-esteem, anxiety, and depression. You can foster positive attitudes and resiliency by:
- Discovering and encouraging your child’s strengths, interests, and passions.
- Pursuing hands-on learning opportunities about your community and world.
- Reading to and with your children, watching videos, and listening to texts on current classroom topics.
- Focusing on your child’s progress and success.
- Teaching your child that everyone has strengths and struggles.
- How to ask for help and talk about their needs (self-advocacy).
Each Child is different. Dyslexia looks different for each child and across ages and stages. It is common for people with dyslexia to struggle pronouncing words with two or more syllables, as well as:
Preschool through Kindergarten
- Delayed speech (age 2-3)
- Following directions
- Learning and remembering letter names
- Rhyming
Early School Years
- Connecting letters to sounds
- Getting thoughts on to paper
- Multi-step directions
- Math facts and solving word problems
- Choppy reading, even with very small or common words
- Sounding out words, parts of words, and sounds when reading
- Inconsistent spelling
- Mixing up terms for concepts and objects such as bagel/doughnut
Later School Years
- Reading aloud
- Reading and writing words with two or more syllables
- Keeping up with large amounts of reading and writing
- Writing Tasks (assignments, essays, emails, taking notes, etc.)
- Learning a foreign language
Children with dyslexia may also struggle with self-esteem, anxiety, and depression.
- OSPI Dyslexia Page and Resource Guide
- International Dyslexia Association (IDA) Washington Branch of IDA
- Educational Information for Parents and Families English Español
- National Center for Improving Literacy Dyslexia Toolkits offer practical help
- Understood
- University of Michigan Dyslexia Help
- OSPI Multi-Tiered System of Supports (MTSS) Page
- Child Mind Institute Social and Emotional Impacts of Dyslexia
- National Center on Improving Literacy - Learning About Your Child's Reading Development
- Your Guide to Dyslexia - Introduction to Dyslexia Resources in English and Spanish
- Decoding Dyslexia
This page was last reviewed on February 29, 2024. Please contact Karen Allen with comments.
- Assessment
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- The Well Being Project
This site provides information using PDF, visit this link to download the Adobe Acrobat Reader DC software.