The dyslexia assessment / Gavin Reid and Jennie Guise.

Format:

Book

Author/Creator:

Reid, Gavin, 1950- author.

Guise, Jennie, author.

Language:

English

Subjects (All):

Dyslexic children--Education.

Dyslexic children.

Dyslexic children--Ability testing.

Dyslexics--Education.

Dyslexics.

Dyslexics--Ability testing.

Physical Description:

1 online resource (166 pages) : illustrations (some color)

Edition:

1st ed.

Place of Publication:

London, England : Bloomsbury, 2017.

Summary:

This book provides a comprehensive guide to assessing and supporting individuals with dyslexia. It explores the nature of dyslexia as a processing difference affecting literacy skills, cognitive processes, and individual learning preferences. The authors discuss the importance of early identification, the use of formal and informal assessment strategies, and collaboration between teachers, specialists, and parents. The book emphasizes inclusive education and practical interventions tailored to individual needs, offering frameworks for assessment across various educational settings. It also addresses overlapping conditions, motivational and emotional factors, and bilingual considerations in dyslexia assessment. Designed for educators, specialists, and parents, the text aims to provide practical tools and insights for improving outcomes for individuals with dyslexia. Generated by AI.

Contents:

Cover

Half-title

Title

Copyright

Contents

Introduction

Part 1: Dyslexia and assessment

1 Dyslexia and assessment: why, who and what?

A working definition of dyslexia

Why should we carry out an assessment for dyslexia?

Who should be assessed?

What should an assessment involve?

Summary 1

2 Assessment in early years and primary school

Early identification 1

Factors that can prompt concern 1

Preparing an outline with profile indicators

The 'overcoming barriers to learning' approach 1

Other signs of being at risk of dyslexia in early years and primary school

Overlapping difficulties

Observation framework

Linking home and school

The importance of early identification of decoding and comprehension difficulties

SEND Code of Practice

Summary

3 Assessment in secondary school and in further and higher education

Principles of assessment

Assessment in secondary school

Assessment in FE college

Assessment at university

Informal and formal tests for dyslexia in secondary school, FE college and university

4 Formal and informal assessment

The assessment process

Data gathering

A framework for assessing and identifying dyslexia in all settings

A closer look at phonological tests

Parents of children or students with dyslexia

The role of specialists

Barriers to learning

5 Assessment: understanding results and implications for practice

Informal observation

Formal assessment - linking assessment and intervention

Case study example

Feedback

Implications for practice

Implications for intervention

Part 2: Curriculum assessment

6 Assessment through differentiation

What do we mean by differentiation for learners with dyslexia?

Identifying barriers to learning through differentiation.

Differentiation by task (content and presentation)

Differentiation by outcome (results)

Differentiation by resources (materials)

Differentiation by support (intervention)

The role of differentiation in informing the development of a learning plan

Subject differentiation examples: mathematics, music and physical education

Overall framework that can be used with differentiation 7

7 Assessment across the curriculum

Curriculum- based assessment

Metacognitive assessment

The role of metacognition in learning

Linking assessment with teaching of literacy

Linking assessment and support

A framework for assessment across the curriculum

Clarifying concern

Assessment across the curriculum - advantages

Assessment across the curriculum - key issues

Part 3: Issues

8 Social, motivational and emotional factors

Social factors

Motivational factors

Emotional factors

9 Overlapping conditions

ADD and ADHD

A PD (CAPD)

Visual stress

Maths learning difficulties and dyscalculia

Dysgraphia

Dyspraxia (DCD)

10 EAL: assessing dyslexia in different languages

Dyslexia and bilingualism

Vocabulary

Pronunciation

Culture and language experience

Assessing non- verbal intelligence

Building a learning profile for bilingual students

11 Conclusion

Implications of the different definitions of dyslexia

Assessment process - summary

Planning

Suggestions for intervention

Further tips for supporting learning

Some key points made in this book

Part 4: Appendices

Appendix 1: Pre- assessment questionnaires

Pre-assessment questionnaire: parent/carer

Pre-assessment questionnaire: pupil/student

Pre-assessment questionnaire: teacher

Appendix 2: Assessment consent form.

Appendix 3: The role of professionals

Appendix 4: Teacher's Observation of Learning Styles (TOLS)

Appendix 5: Pupil/ student Assessment of Learning Styles (PALS)

Appendix 6: Observation linking assessment and teaching

Appendix 7: Record of concern

Appendix 8: Checklist on reading and writing

Glossary

Resources

Bibliography

Index.

Notes:

Includes bibliographical references and index.

Description based on online resource; title from PDF title page (ebrary, viewed October 23, 2017).

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

1-4729-4510-7

OCLC:

1004991119