Running Head: DYSLEXIA 1 DYSLEXIA 5 Dyslexia Psychological Assessment Matthew Rosario SNHU Dyslexia Psychological Assessment Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012). Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role. A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012). Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008). Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...

1. Running Head: DYSLEXIA
1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in
learning to read or interpret words, letters, and other symbols,
but it does not affect general intelligence. There have been
important advances in research in dyslexia over the past twenty
years. The results have been considerable although there has not
been a clear explanation that is accepted of what exactly
dyslexia constitutes. Identification is still puzzled with
arguments in spite of the emergence of some new tests to
recognize dyslexia as an identifiable condition. Furthermore,
there is still a continuing debate on the cost of dyslexia as an
identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition
when speaking out loud. These problems are not particular to
specific languages and the individual’s concerned intelligence.
It is a syndrome which is a compilation of related
characteristics that vary in degree from one person to another.
Dyslexia may overlap with connected conditions and in
childhood; its effects may be recognized as a behavioral or
emotional disorder. Dyslexia seems to be more common with

2. males and females. The evidence implies that in three-thirds of
cases, it has a genetic origin but in some cases, birth
complications may play an important role.
A researcher argues that there is inherited, sensory, motor and
psychosomatic evidence that this condition is a neurological
condition affecting the brain development. He also argues that
visual system gives the main entry in both lexical and the sub-
lexical means for reading and this should be taken as the most
significant sense for reading. Early detection and right
interference can reduce its effects. People who have dyslexia
learn to accommodate to a bigger or a smaller degree depending
on their character and the kind of support they have got from
home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay
undiagnosed and do not get. If dyslexia is not recognized
earlier, the person suffering from it may face a problem of
underemployment, difficulty in getting used to the academic
environments, difficulty performing job duties, and self-
confidence that is very low. The individuals who have been
diagnosed are likely to have some struggling in writing and
reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not
interfere with the intelligence of an individual. There are a lot
of intelligent people who have dyslexia, and they are creative
enough even to think that they learned and read. An assessment
is a process of collecting information to classify the factors
causing difficulties to a student with learning to spell and read.
The information is collected from teachers and parents to gain
the knowledge of improvement and educational opportunities
that have been delivered. The tests are then set to find out the
strengths and weaknesses that result to analysis and a cautious
roadmap for interference.
Background of the information, oral skills in language,
intelligence, spelling, decoding, word recognition, reading
comprehension and automaticity skills are issues that must be
attended to for the purpose of presenting the results of the test

3. accurately.
Assessment is carried out for a particular purpose. Certain
instruments may be used in assessment and can be very useful
when used properly, but can also be unproductive when used
unsuitably. Regularly unsuitable use curtails from not having a
strong understanding of what you need to measure and the
purpose of measuring it (Valdois, Bosse & Tainturier, 2009).
Having a strong understanding as to why you want to conduct
the assessment is significant in selecting the suitable evaluation
tools to attain that drive. This takes us to an essential principle
of evaluation. The strategies for assessment should be created
with a strong understanding of the skills, knowledge,
characteristics, and abilities that one need to measure.
Tests that are developed professionally are used as part of a
strategic evaluation program which may assist you in selecting
more qualified and productive assessment. International testing
values highlight two wide categories of psychometric tests
which are tests of capability and self-report measures. The two
theories suggest a visual constituent in dyslexia, and they are
the theory of Magnocellular deficit and Meares-Irlen syndrome
(Jeffries & Everatt, 2007).
Dyslexia is a form of learning disability and before diagnosis;
various children with this disability are poorly understood.
Dyslexia has nothing to do with the intelligence of a person,
and the children’s parents who have dyslexia are regularly
confused when their child performs poorly in school or
struggles to read a simple book (Stein, 2001).
If a child has dyslexia, a parent is likely to ask herself these
questions as one watch her child struggling to associate with
other classmates. One may also observe the frustration of her
child as his or her friends attains the skills that are hard for
children who have dyslexia. When a child suffers from dyslexia
one must ensure that the child gets the assistance that is
required.
Children with dyslexia may have slight to simple impairment.
The signs of this condition differ from person to person. The

4. signs and symptoms of this condition include having a problem
in pronunciation, difficulty in rhyming words, experiencing
problems in handwriting, confusing the order of letters within a
word and reduced ability to learn fundamentals like colors,
numbers, and alphabet (Jeffries & Everatt, 2007).
References
Goswami, U. (2012). Phonological representations, reading
development and dyslexia: Towards a cross-linguistic
theoretical framework. Dyslexia, 6(2), 133-151.
Jeffries, S., & Everatt, J. (2007). Working memory: its role in
dyslexia and other specific learning difficulties. Dyslexia,
10(3), 196-214.
Reiter, A., Tucha, O., & Lange, K. W. (2008). Executive
functions in children with dyslexia. Dyslexia, 11(2), 116-131.
Snowling, M. J. (2011). Dyslexia. Blackwell publishing.
Stein, J. (2001). The magnocellular theory of developmental
dyslexia. Dyslexia, 7(1), 12-36.
Valdois, S., Bosse, M. L., & Tainturier, M. J. (2009). The
cognitive deficits responsible for developmental dyslexia:
Review of evidence for a selective visual attentional disorder.
Dyslexia, 10(4), 339-363.
Vellutino, F. R. (2013). Dyslexia: Theory and research.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Gender, achievement, and perception toward science activitie
School Science and Mathematics; Apr 1994; 94, 4; ProQuest
pg. 188
Reproduced with permission of the copyright owner. Further

5. reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
PSY 550: Final Project Guidelines and Grading Guide
Overview
The final project for this course is the creation of an evaluative,
comprehensive literature review. You will select a
psychological measure or test. Ideally, the test
should be one you see yourself using in the future, that has been
used to assess a diagnosis of interest, or that has been used in a
population on which you plan

6. to focus. You will evaluate the test using research in peer-
reviewed psychology journals to substantiate claims about its
validity, reliability, applications, and
implications. The project is divided into two milestones, which
will be submitted at various points throughout the course to
scaffold learning and ensure quality
final submissions. These milestones will be submitted in
Modules Four and Seven. The final product will be submitted in
Module Ten.
This assessment will assess your mastery with respect to the
following course outcomes:
ools and methods used in the
development of valid, reliable psychological tests and
assessments
used to develop, validate, administer, and interpret the results
of psychological
measurement instruments in published research studies
methods employed and results of published research studies
on the effectiveness of psychological testing and assessment
interpretation of testing and assessment results
Prompt
Your literature review should answer the following prompt:
What is the overall appropriateness and practical value of your

7. selected psychological assessment
measure?
Specifically, the following critical elements must be addressed:
I. Background of the test
a. What is the purpose of the test?
b. What type of test is it? What type of information does it
yield?
c. How is it administered and scored? Who publishes the
results?
d. For whom is this test intended? Who else has utilized this
test?
II. Assessment of the test
a. To what extent does the test employ appropriate psychometric
principles?
b. To what extent has the reliability and validity of the test been
demonstrated for varying populations?
c. What are the cut scores for “normal” versus “at-risk” and/or
“clinically significant”? Is the method for interpreting and
communicating the results (e.g., scaled scores, percentile ranks,
z-scores, t-scores) appropriate?
d. Are there any specific cultural concerns that should be
attended to? To what extent do cultural and environmental
factors for
minorities or special populations impact the effectiveness of the
measure?
e. To what extent are there ethical issues related to the use,
administration, and interpretation of this measure?

8. III. Practical applications of the test
a. Under what circumstances would you give this test? Provide
example scenarios in which the test would be helpful to another
mental
health professional, parent, teacher, student, individual, court,
business, or other profession?
b. For what purposes and with what clients would you not
consider it useful? What are the limitations of this test?
c. What issues must you attend to carefully in order to present
the test results accurately (e.g., not over- or under-interpret
their
significance) and ethically?
d. What strategies would you use to help you or your client
make decisions resulting from an assessment (e.g., pairing
results with
other kinds of information)?
Instructions
Milestone One: Topic Selection
In task 4-3, you will a description of the general topic you
intend to pursue as well as a rationale for your selection.
Psychological assessment measures are
reviewed in the Buros Mental Measurements Yearbook (a
reference book that can be requested from the library or
https://marketplace.unl.edu/buros/). This can

9. be very helpful, but it should not be used solely as a means to
identify potential psychological assessment measures. This will
be submitted for feedback; you
will be awarded full points for the submission or 0 points for no
submission.
Milestone Two: Annotated Bibliography
In task 7-3, you will submit an annotated bibliography that
categorizes all resources located in the topic area of interest.
You should use at least seven
scholarly resources, including peer-reviewed research articles or
academic texts, to write this review. An example of an
appropriate text would be
Psychological Testing by Anne Anastasi and Susana Urbina.
This document should include full bibliographic information
(title, author, and other
reference information), the abstract, and your notes about how
the resource informs your understanding of the topic. Use APA
format for this
document, as with all work submitted in this course. This
milestone is graded using the Annotated Bibliography Rubric.
Final Product: Comprehensive Literature Review
In task 10-1, you will submit your final literature review. This
should be a complete, polished artifact containing all of the
main elements of the final product. It
should reflect the incorporation of feedback gained throughout
the course. You should comprehensively review and integrate
(at a minimum) seven scholarly
resources, including peer-reviewed research articles and/or
well-respected texts. This milestone is graded using the Final
Project Rubric (below).
https://marketplace.unl.edu/buros/

10. Final Project Rubric
Requirements of submission: Written components of project
must follow these formatting guidelines when applicable:
double spacing, 12-point Times New
Roman font, 1-inch margins, and APA format for all elements.
The literature review should be a minimum of eight pages, not
including references and a cover
page (which are required).
Instructor feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Background
Meets “Proficient” and cites
specific, relevant examples to
establish a robust context for
the literature review
The purpose, type, intended
populations, and uses of the
test are sufficiently analyzed to
establish an appropriate
context for the literature review
The purpose, type, intended
populations, or uses of the test
are not sufficiently analyzed to

11. establish an appropriate
context for the literature review
Either the purpose, type,
intended populations, or uses
of the test are not discussed
5
Assessment:
Psychometric
Principles
Meets “Proficient” and claims
are qualified and nuanced in
their assessment
Makes accurate claims about
the extent to which the test
employs appropriate
psychometric principles based
on the available evidence
Not all claims about the extent
to which the test employs
appropriate psychometric
principles are accurate given
the available evidence
Does not make claims about
the extent to which the test
employs appropriate
psychometric principles

12. 10
Assessment:
Reliability and Validity
Meets “Proficient” and qualifies
claims specific to different
population groups
Makes accurate claims about
the extent to which the test’s
reliability and validity have
been demonstrated by the
research
Not all claims about the
reliability and validity of the
test are accurate based on the
research
Does not make claims about
the reliability and validity of the
test
10
Assessment: Results
Meets “Proficient” and

13. substantiates claims with
scholarly research
Makes and justifies claims
about the appropriateness of
the methods for interpreting
and communicating the results
based on psychometric best
practices
Not all claims about the
methods for interpreting and
communicating the results are
justifiable based on
psychometric best practices
Does not make claims about
the methods for interpreting
and communicating the results
10
Assessment: Special
Populations
Meets “Proficient” and
substantiates claims with
scholarly research
Makes and justifies claims
about the impacts of cultural

14. and environmental factors on
the effectiveness of the test for
special populations
Not all claims about the
impacts of cultural and
environmental factors are
justifiable
Does not make claims about
the impacts of cultural and
environmental factors on the
effectiveness of the test
10
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Assessment: Ethical
Issues
Meets “Proficient” and
substantiates claims with
scholarly research
Makes and justifies claims
about the ethical issues related
to the use, administration, and

15. interpretation of the measure
Not all claims about the ethical
issues related to the use,
administration, and
interpretation of the measure
are justifiable
Does not make claims about
the ethical issues related to the
use, administration, and
interpretation of the measure
10
Applications: Uses
Meets “Proficient” and
proposals represent insightful
or creative ways for promoting
psychological well-being
Proposes multiple, specific
scenarios in which the test
would be appropriate for use
based on the evidence
Proposed scenarios are limited
in number or lack sufficient
detail to confirm their
appropriateness
Does not propose scenarios in

16. which the test would be
appropriate for use
10
Applications:
Limitations
Meets “Proficient” and the
limitations of the test are
nuanced and well qualified
Proposes multiple, specific
scenarios in which the test
would not be appropriate for
use based on the evidence
Proposed scenarios are limited
in number, lack sufficient detail
or are not based on the
evidence
Does not propose scenarios in
which the test would be
appropriate for use
10
Applications:
Presentation of
Results

17. Meets “Proficient” and the
solutions represent insightful or
creative ways for promoting
psychological well-being
Proposes solutions for
accurately and ethically
presenting the results of the
test based on the research
Proposes solutions for
accurately and ethically
presenting the results of the
test that are not based on the
research
Does not propose solutions for
accurately and ethically
presenting the results of the
test
10
Applications: Decision
Making
Meets “Proficient” and the
proposals represent insightful
or creative ways for promoting
psychological well-being

18. Proposes appropriate strategies
for making informed decisions
based on the results of the
measurement
Not all proposed strategies for
decision making are
appropriate
Does not propose strategies for
making informed decisions
based on the results of the
measurement
10
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact

19. readability and articulation of
main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
5
Total 100%