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Mather, Ph.D. November 7, 2025  \nUsing the WJV to Diagnose Dyslexia  \nTASP 2025  \nLight The Way ForA Brighter Future  \nNancy Mather, Ph. D.  \n\n| Disclosures\u003Cbr>\u003Cbr>| I am a co-author of:\u003Cbr>• WJ III, WJ IV, and WJ V\u003Cbr>• Essentials of Dyslexia:\u003Cbr>Assessment and Intervention (2nd ed.)(Mather & Wendling, 2024) |\n| --- | --- |\n\nTASP  \nUsing the WJ V to Diagnose Dyslexia  \nNancy. Mather, Ph.D. November 7, 2025  \n\n| Topics |  |\n| --- | --- |\n| • Definitions of Dyslexia\u003Cbr>• Reading and Writing Skills\u003Cbr>• Linguistic Risk Factors\u003Cbr>• Comorbidity\u003Cbr>• RPI Interpretation\u003Cbr>• WJ V Dyslexia Test Set\u003Cbr>• Comparison Procedures\u003Cbr>• Case studies integrated throughout | \u003Cbr>So, what are we going to talk about? |\n\n\n| | \u003Cbr>“The diagnosis of dyslexia is as precise and scientifically informed as almost any diagnosis in medicine”(p. 165) . |\n| --- | --- |\n| Source: Shaywitz, S. (2003) . Overcoming dyslexia: A new and  complete science-based program for reading problems at any level. AlfredKnopf  |  |\n\nTASP  \nUsing the WJ V to Diagnose Dyslexia  \nNancy. Mather, Ph.D. November 7, 2025  \nDiagnosis of Word Blindness  \n“With the possession of a knowledge of the symptoms, there is little difficulty in the diagnosis of congenital word-blindness when the cases are met with, since the general picture of the condition stands out as clear-cut and distinct as that of any pathological condition in the whole range of medicine” (p. 88) .  \nSource: Hinshelwood, J. (1917) . Congenital word-blindness. H.  \nK. Lewis.  \nIDA Proposed New Definition (2025)  \n“Dyslexia is a specific learning disability characterized by difficulties in word reading—affecting accuracy, speed, or both—and/or spelling, that can vary depending on the written language system. These difficulties reflect performance at the low end of a continuum of literacy skill and occur despite evidence-aligned instruction that is effective for the individual’s peers. The cause and development of dyslexia involve the interplay of multiple biological and environmental influences. Phonological and/or morphological difficulties are common but not always present. Among the secondary consequences are limitations in language development and academic progress as well as challenges to psychological well-being and vocational opportunities. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education can be particularly effective.”  \nTASP  \nUsing the WJ V to Diagnose Dyslexia  \nNancy. Mather, Ph.D. November 7, 2025  \nIDA New Definition (2025)  \n“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities may also be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”  \nThe Term Dyslexia  \n“In the first half of this century the story of dyslexia has been one of decline and fall; in the second half it has culminated in a spectacular rise. From being a rather dubious term, dyslexia has blossomed into a glamo","cbCaikK6TK5St29b","https://ap.wps.com/l/cbCaikK6TK5St29b","pdf",9104159,"English","# TASP\n## Using the WJ V to Diagnose Dyslexia\n## Definitions of Dyslexia\n## Reading and Writing Skills\n## Linguistic Risk Factors\n## Comorbidity\n## RPI Interpretation\n## WJ V Dyslexia Test Set\n## Comparison Procedures\n## Case Studies\n## Diagnosis of Word Blindness\n## IDA Proposed New Definition (2025)\n## IDA New Definition (2025)\n## The Term Dyslexia\n## Prevalence\n## Consensus on the Definition of Dyslexia","[{\"question\":\"What does the document say dyslexia involves in reading and spelling?\",\"answer\":\"Dyslexia is described as a specific learning disability involving difficulties in word reading and/or spelling, affecting accuracy, speed, or both. The impact can vary with the orthography and persists even with effective instruction.\"},{\"question\":\"How does the document frame linguistic risk factors and comorbidity?\",\"answer\":\"It links dyslexia to linguistic risk factors that affect basic reading skills, fluency, and spelling, highlighting phonological processing as common in alphabetic languages. It also notes frequent co-occurrence with other neurodevelopmental disorders such as developmental language disorder, dyscalculia, and ADHD.\"},{\"question\":\"How does TASP propose diagnosing dyslexia using the WJ V?\",\"answer\":\"The document outlines a diagnostic approach that includes RPI interpretation, the WJ V dyslexia test set, comparison procedures, and case studies integrated throughout. It positions these elements as part of an assessment-informed evaluation process.\"}]","TASP - Using the WJ V to Diagnose Dyslexia - November 7, 2025 | PDF",1789556548,28]