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The Shaywitz DyslexiaScreen is only available using Q-global, Pearson's secure web-based scoring and reporting platform that is accessible from any computer connected to the Internet.
Everything is available in one location on Q-global®, a secure online administration, scoring, and reporting system.
The Shaywitz DyslexiaScreen offers three 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.
- Form 2 is for teachers of students ages 7:0 through 8:11, typically in Grade 2, and consists of 10 items.
A teacher completing Shaywitz DyslexiaScreen is expected to rate statements regarding a student's language and academic behaviours based on how frequently he or she demonstrates each behaviour.
The results of these ratings generate two reports:
- An Individual Report that includes student's standard demographic information, risk level, and an interpretive statement.
- A Group Report that includes all students' raw scores and risk levels listed by examinee ID or Last Name.
The results of the Shaywitz DyslexiaScreen 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 teachers and other professionals to interpret and communicate results.
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 among 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).