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Dyslexia Guidelines Table 6.3

Relationship of error patterns to potential attention and depth of processing deficits.

YES = Relationship

NO = No Relationship

Error Patterns Attention for Sequential Information Weak Sustained Attention Weak Attention Channels Depth of Attention Process Attention for Spatial Features Attention Capacity Attention for Detail Organizational Skills
Slow rate of reading and weak recall of content NO YES YES NO NO NO YES NO
Sentence-level confusion of content NO YES NO YES NO NO NO NO
Comprehension of sentences with weak recall of paragraphs NO YES YES YES NO YES NO YES
Recall stronger from initial content than later content NO NO NO YES NO YES NO NO
Recall stronger from later content than beginning of reading material YES YES NO NO NO YES NO YES
Recall of basic facts but weak grasp of main concepts NO NO YES YES NO YES NO NO
Retention of main concepts but with missing details NO NO NO YES NO YES YES NO
Understanding of content with weak inferential capability YES NO NO NO YES NO NO YES
Understanding of narrative writing but weaknesses related to expository materials YES NO NO NO YES YES YES YES
Difficulties with figurative language, taking perspective, and fact versus opinion NO NO NO YES NO NO NO YES
Improved recall when material read aloud NO NO NO YES NO YES NO NO
Weak skills at summarizing YES YES NO YES NO NO NO YES
Ability to answer questions when referencing text but inability to summarize or recall YES YES YES YES NO YES YES YES
Weak comprehension despite good decoding NO NO YES YES NO YES YES YES

 

Return to the The California Dyslexia Guidelines (PDF; 2MB)

Return to the Dyslexia Guidelines Work Group web page

Questions:   Theresa Costa Johansen | Dyslexia@cde.ca.gov | 916-322-1645
Last Reviewed: Monday, September 9, 2024
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