Skip to main content
California Department of Education Logo

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: Friday, March 13, 2020
Related Content
  • Dyslexia Guidelines Work Group
    Information about the Dyslexia Guidelines Work Group members, archived meetings, current law, and related documents and organizations.
Recently Posted in Special Education
  • 2020 Budget Act and Special Education (added 27-Jul-2020)
    The purpose of this notice is to outline some notable changes related to special education and distance learning enacted with the 2020 Budget Act.
  • New Regulations for Special Education Complaints (added 06-Jul-2020)
    The purpose of this memo is to provide guidance on some key clarifications and/or changes in the state regulations.
  • Guidance for LEA Onsite Visit to NPS (updated 30-Jun-2020)
    Pursuant to AB 1172, effective January 1, 2020, the CDE is required to create and publish criteria for reporting onsite visit findings resulting from monitoring visits to nonpublic, nonsectarian schools (NPS), on or before June 30, 2020.
  • FMTA Consultant Assignments by Region (updated 29-Jun-2020)
    The Focused Monitoring and Technical Assistance (FMTA) Consultants are assigned geographically and by quality assurance activity to align with the eleven California County Superintendents Educational Services Association (CCSESA) regions.
  • ACSE Meeting Webcasts (updated 22-Jun-2020)
    Live and recent webcasts of the California Advisory Commission for Special Education (ACSE) meetings.