Phonological Awareness and Dyslexia

When I assess someone for dyslexia, or reading difficulties, I always start with the CTOPP-2 (Comprehensive Test of Phonological  Processing - 2nd Ed). This is because the three composites measured: Phonological Awareness, Phonological Memory, and Rapid Symbolic Naming skills are considered to be the underlying weaknesses in dyslexia. A person may have weak skills in more than one of the areas, or just in one area. 

Many people equate dyslexia with weak phonological awareness, but this is an incomplete picture. For example, Lillie scored 84% in phonological awareness (high average), 84% in phonological memory (high average), 35% in rapid symbolic naming (average), 99% in alternate phonological awareness (very superior), and 8% in alternate rapid naming (low average). She had only one subtest score, on the CTOPP, that was below the average range. In spite of having excellent phonological awareness, Lillie was struggling to read in grade 2. It is more accurate to say that Lillie has a language processing difficulty. 

Lillie had good phonological awareness; but at the time she was tested, she didn't know how to use that awareness when reading. In my next post, I will describe how Lillie learned to use her phonological awareness when reading.