Dr. Davenport has over 20 years of experience in assessing, identifying, and addressing the needs of children and teens with dyslexia. He uses the expertise he has gained over the years to provide research-based assessment, identification, and recommendations for addressing the needs of children, teens, college students, and their families.
Dr. Davenport’s evaluation for dyslexia includes a thorough assessment of the symptoms of dyslexia as described by the International Dyslexia Association (IDA), The Yale Center for Dyslexia and Creativity, Texas Scottish Rite Hospital for Children (TSRHC), and Texas Education Agency’s most recent Dyslexia Handbook.
The Research-Based Definition of Dyslexia
“Dyslexia is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Dr. Davenport’s Assessment Aligns with the Definition of Dyslexia
Dr. Davenport’s assessment, recommendations, and written report focus on the skills and abilities highlighted in this research-based definition of dyslexia.
Accurate and / or Fluent Word Recognition
The Woodcock-Johnson (WJ) Letter-Word Identification Subtest measures the student’s ability to accurately read real words in isolation when compared to others his or her age. In addition to obtaining standard scores and percentiles on this test, Dr. Davenport has the knowledge and expertise to document the types of patters the student makes when reading (i.e., vowels, vowel digraphs, consonant digraphs, etc.) These observations can be helpful to treating professionals such as Academic Language Therapists and others.
The Gray Oral Reading Test (GORT) Accuracy Subtest measures the student’s ability to accurately read real words in the context of oral reading passages at an age-appropriate level. In addition to a standard score, Dr. Davenport describes the type of contextual reading errors the student makes (i.e., mispronunciations, substitutions, omissions, additions, etc.) Identifying the types of errors made is especially important when considering the differences in dyslexia and ADHD.
The GORT Fluency Subtest compares the student’s ability to read real words fluently in the context of written passages to same-age peers. In addition to a standard score, Dr. Davenport describes the child’s fluency using three main categories: (1) slow, word by word reading, (2) hesitant and choppy reading, or (3) good fluency that sounds as if the student is reading.
The WJ Spelling Subtest compares the student’s ability to spell accurately when compared to others his or her age. In addition to a standard score, Dr. Davenport describes the student’s spelling pattern errors (i.e., vowels, vowel digraphs, consonant digraphs, etc.)
The WJ Word Attack Subtest measures the student’s ability to sound-out words as compared to others his or her age. In addition to obtaining scores, Dr. Davenport describes the student’s decoding pattern errors for use of educators and other professionals.
The Phonological Component of Language
Over the years, The Comprehensive Tests of Phonological Processing (CTOPP) has become the “gold-standard” for measuring multiple aspects of phonological and phonemic components of language. While at TSRHC, Monte received training in interpreting the CTOPP from its primary author. Dr. Davenport administers specific subtests from this battery based on the student’s unique challenges and needs.
In addition to obtaining scores that compare your student’s abilities to others his or her age, Dr. Davenport describes observations of performance on these tasks. For example, on the rapid naming subtests, he describes his observations of the child’s skills as they relate to reading fluency: (1) slow, item by item, (2) hesitant and choppy, or (3) accurate and fluent suggesting good underlying abilities needed for reading fluency.
The WJ Tests of Cognitive Abilities compares the student’s thinking and problem solving abilities to other’s his or her age. In addition, Dr. Davenport documents his observations and descriptions of any developmentally inappropriate variations in the student’s skills.
He utilizes these tests to first rule-out or identify the existence of possible primary cognitive, language, attention, or learning disorders. Then, he uses a developmental, cross-battery approach to compare the student’s intellectual abilities to phonological, reading, and spelling skills.
Effective Classroom Instruction
In order to consider the instruction provided the student, Dr. Davenport gathers information from teachers and parents through questionnaires and a structured clinical interview designed to obtain this data, descriptors of the child’s current phonological, reading, and spelling skills, as well as, symptoms of other possible cognitive, attention, executive functioning, language, learning or mental health challenges.
The GORT Reading Comprehension Subtest measures the student’s ability to comprehend what he or she read aloud in passages.
The WJ Passage Comprehension Subtest measures the student’s ability to comprehend information in silently read passages in real-time.
In addition to obtaining standard scores comparing the student’s abilities to same-age peers on these tests, Dr. Davenport documents the types of comprehension errors made (i.e., cause/effect, compare/contrast, inference, etc.). These descriptors can be especially helpful for educators and others treating the child’s needs.
Vocabulary and Background Knowledge
The WJ Verbal and Academic Knowledge Subtests measure the student’s vocabulary and academic knowledge as compared to same-age peers. Dr. Davenport’s observations of these tests detail the impact of dyslexia on these important abilities.
Interested in an Assessment, Recommendations, and Written Report?
Dr. Davenport’s evaluation process includes educating the student and family about dyslexia symptoms and treatment, as well as, preparing a written report detailing assessment results and research-proven recommendations for treatment.
Contact us to make an appointment.
Want More Information about Dyslexia?
Consider the research-based information from these websites: