Dyslexia? Assessing and Reporting

Dyslexia? Assessing and Reporting : The Patoss Guide

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There is now a greater need than ever before to assess, record and respond appropriately to the special needs of individuals. Specialist teachers, SENCOs and learning support managers - all have a statutory duty to see that individual needs are identified, from the early years to further and higher education. This book focuses on the purposes, principles and practicalities of assessing for dyslexia across successive age groups, exploring the changing assessment issues and specific assessment needs. It looks at the available types of assessments at each stage, explaining how to interpret results and how and when to involve other professionals. Throughout, special emphasis is placed upon the need to cooperate and communicate effectively with others - pupils/students, their parents, class teachers, administrators and fellow professionals - to ensure that appropriate intervention and follow-up support are forthcoming. Assessments are needed to diagnose, to plan intervention, to inform school/college policies, to support claims for funding, to justify special arrangements in examinations, and more.
These very different purposes require specialist teachers and support managers to have a firm grasp of relevant legislation and professional guidelines, to select appropriate assessments and provide reports that will meet their intended purpose. Assessing for Dyslexia will enable you to achieve this! Down to earth, and with numerous examples, this book provides the practical guidance needed by specialist teachers and educational professionals in training, as well as by SENCOs and learning support staff working in schools and colleges.
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Product details

  • Paperback | 208 pages
  • 184 x 244 x 16mm | 421.85g
  • London, United Kingdom
  • English
  • 0340900199
  • 9780340900192
  • 307,027

About Kath Morris

Gill Backhouse was formerly Chief Verifier for the OCR Specific Learning Difficulties training schemes and is Hon. Lecturer at University College, London. Kath Morris is Assistant Chief Verifier for the OCR Specific Learning Difficulties training schemes. The 12 contributors include some 'names' in the SEN world, including Nick Peacey (Institute of Education, London) and Liz Waine (OCR Chief Verifier, University College, Northampton).
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Table of contents

Introduction Part 1: Purpose, principles and practice 1. Purposes of Assessment - Kath Morris What is assessment? Why assess? Who will read the report? 2. Principles of assessment - Gill Backhouse Normal development of literacy skills: what is involved? Dyslexia: definitions, signs and symptoms. Research during the last 25 years. Assessment: theory and practice. Biological level. Cognitive level. The behavioural level - reading and writing. Environmental level. Other specific learning difficulties. Ethical considerations. Summary. 3. Practical Aspects of Assessment - Liz Waine and Sue Kime Prior checks. Gathering background information. Choosing the assessment materials. Main areas of investigation. Conducting an assessment. Part 2: Through the Age Range 4. The Foundation Stage - Prue Ruback Assembling a family history. Communication skills: speech, language and vocabulary. Phonological skills. Alphabet knowledge. Short-term (working) memory. Attention and perseverance. Conclusions 5. Primary level - Margaret Bevan and Val Hammond Particular considerations for this age range. Children who learn differently. Assessment. Outcomes of assessment. Modes of Intervention. 6. Secondary level - Bernadette McLean and Anne Mitchell Particular considerations for pupils in secondary education. Indicators of difficulties. Purpose of assessment. Gathering background information. Planning the assessment session and choosing materials. Feedback and discussion. Modes of intervention. 7. Further and Higher Education Further Education - Kath Morris and Annie White Higher Education - Katherine Kindersley Part 3: Communicating with Others 8. Planning a teaching programme - Sue Kime and Liz Waine Integrating into classroom practice and whole-school policies. Target setting. Liaison. Review. Older students. 9. Working with others - Jennifer Watson and Kath Morris Teamwork and partnership in schools and colleges. Partnership with learners and parents - how to make it work. Working with those outside school - other professionals. 10. What's in a word? - Annie White Background to assessment. Underlying ability. Non-verbal ability. Verbal ability. Attainments. Further diagnostic assessment. Additional guidelines as to the wording of reports. Part 4: For Reference 11. Basic Concepts in Psychometrics - Gill Backhouse Choosing standardised tests. Using standardised tests. Understanding scores and interpretation of results. 12. The Legal Framework - Nick Peacey Defining assessment. The scope of legislation and regulation. Inclusion and assessment. The Disability Discrimination Act 1995 (revised 2001). The SEN Code of Practice (SEN Code) (revised 2001). Precedent and the High Court. Assessment under the Learning and Skills Act 2000. The Disabled Students' Allowance (DSA). Assessment for access arrangements for examinations and tests. Bodies not covered by the revised DDA. Looking ahead. 13. Resources 13.1 Miscue analysis 13.2 Suggested format for diagnostic assessment reports 13.3 Report checklist 13.4 Questionnaires 13.5 Assessment resources 13.6 References 13.7 Useful websites and contacts
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Review quote

...I would have no difficulty recommending it to SENCOs or teachers wanting to get a better understanding of dyslexia and its assessment. It is a particularly good book for those who are following courses leading to qualifications in the field of dyselxia. -- Special Children 20060101
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