Assessment of Learners with Dyslexic-Type Difficulties

This specialist and comprehensive book is designed to help teachers and SENCOs gain critical knowledge that will facilitate setting and achieving targets.

Reinforcing best practice techniques, the second edition of this specialist guide for the assessment of learners with dyslexic-type difficulties includes:


- a new chapter on The Implications of Co-existing Specific Learning Difficulties

- updates to legislation including the SEND Code of Practice

- updates to specific diagnostic tests

- examples of interpreting test profiles

- photocopiable resources available to download from the website





This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. It is an essential companion for those training to be specialist teachers of learners with dyslexia and a useful resource for all SENCOs, and teachers new or experienced.

Inhaltsverzeichnis:

PART I: Dyslexic-Type Difficulties and Assessment: Setting the Context
Chapter 1: Dyslexic-Type Difficulties: Implications for Assessment
Chapter 2: The Implications of Co-existing Specific Learning Difficulties
Chapter 3: Purposes and Forms Of Assessment
Chapter 4: Legislation, Policy and Practice
Part II: Starting the Process
Chapter 5: Identification and Screening
Chapter 6: Gathering Information from Others
Part III: Informal Approaches to Assessment
Chapter 7: Informal Approaches: Assessing Diffuculties in Reading
Chapter 8: Informal Approaches: Assessing Spelling Difficulties
Chapter 9: Informal Approaches: Assessing Difficulties in Handwriting
Chapter 10: Assessing Alphabetic Knowledge
Chapter 11: Assessing Cognitive Processing Skills
Chapter 12: Assessing Difficulties in Mathematics
Part IV: Formal Assessment
Chapter 13: Principles and Concepts of Psychometrics
Chapter 14: Standardised Assessment of Reading
Chapter 15: Standardised Assessment of Spelling and Handwriting
Chapter 16: The Assessment of Underlying Ability
Chapter 17: Standardised Assessment of Cognitive Processing Skills
Chapter 18: Standardised Assessment of Mathematics and Dyscalculia
Part V: Managing the Assessment Process
Chapter 19: Conducting Assessment
Chapter 20: Writing an Assessment Report
Chapter 21: Assessment by Other Professionals

Rezension:

Phillips and Kelly have done it again with this superb second edition of their Assessing of Learners with Dyslexia-type difficulties. The first edition enjoyed tremendous success and I am sure this updated and comprehensive edition will be warmly welcomed by teachers, specialist teachers and other professionals involved in the area of assessment. A welcome addition in this edition is the chapter on SpLD a key area due to the coexistence between the different conditions associated with dyslexia. This is a superb buy and I am sure it will prove to be indispensible as a reference and daily guide for teachers and specialist teachers.
Gavin Reid Independent Practitioner Pyschologist