Slingerland® Institute for Literacy

SCREENING/TESTING

Early identification and appropriate instructional planning are critical to student outcomes. “At least 70% of students who do not learn to read by age 9 will struggle to catch up to their typically developing peers.” (Hall, S. & Moats, L. 1999). There is no single test that can prove or disprove dyslexia; and the disorder can vary from mild to moderate to severe to profound. Screening in early grades can assist teachers and parents in developing appropriate educations programs to prevent academic failure.

Alternative TextSlingerland Screening Procedures are administered by teachers who have received training in the administration and interpretation of these tests. Screenings can be administered beginning in kindergarten and continue through high school and beyond. The screenings can be administered in full class groupings, as well as in small groups, or one-on-one. Tutors, teachers, and clinicians often use the Slingerland Screenings as part of comprehensive assessments. Educators in private practice also use the Slingerland Screenings before they begin work with individual students, or as part of the psycho-educational assessment battery they offer to private clients.

The Slingerland Screening Procedures DO NOT define dyslexia per se. They were designed by Mrs. Slingerland primarily to help the classroom teacher identify the learning strengths and weaknesses of her students so as to better inform herself of the instructional needs of the children. In other words, once a teacher understands HOW children learn, instruction can be adjusted to present information in a manner that best suits the WAY the children receive, process, and demonstrate understanding of what has been learned.

Unlike standardized tests, the Slingerland Screenings are not re-administered from year to year. They do NOT gauge how much information the students have acquired by HOW information is gathered and used. The results are not presented as grade levels, standard scores, or percentiles. The results are based on observations of how the students process language especially when compared to other children who have similar learning opportunities and experiences. Special note is made of performance PATTERNS or characteristics that are frequently associated with students who exhibit language processing difficulties.

Slingerland® Institute for Literacy
PO Box 1648, Bellevue, WA 98009 US
47.6273380-122.1702540
Phone: (425) 453-1190
Fax: (425) 635-7762