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Assessment of Learners with Dyslexic-Type Difficulties
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Assessment of Learners with Dyslexic-Type Difficulties



August 2013 | 344 pages | SAGE Publications Ltd
This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. Linking theory, research and practice, practitioners will gain critical knowledge of procedures to analyse, interpret and use in appropriate assessments which will facilitate setting targets for teaching.

The book covers:

- how to use both informal and formal assessment procedures

- frameworks for evaluating published and teacher-made assessments

- the professional development needs of any teacher involved in assessment

Ideal for those training to be specialist teachers of learners with dyslexia, this text is equally useful to all teachers and SENCOS (Special Educational Needs Co-ordinators) and complements the authors' book Teaching Literacy to Learners with Dyslexia to provide comprehensive guidance for assessing and teaching learners with dyslexic-type difficulties.

Sylvia Phillips is an experienced Special Educational Needs educator, and currently leads Glyndwr University's specialist course for teachers of learners with dyslexia. Kath Kelly is Programme Leader for the Masters in Specific Learning Difficulties, Manchester Metropolitan University. Liz Symes is Senior Lecturer in SEN (Special Educational Needs) and Professional Studies, Manchester Metropolitan University.

 
Introduction
 
PART ONE: DYSLEXIC-TYPE DIFFICULTIES AND ASSESSMENT SETTING THE CONTEXT
 
Dyslexia-Type Difficulties: Implications for Assessment
 
Purposes and Types of Assessment
 
Legislation, Policy and Practice
 
PART TWO: INFORMAL APPROACHES TO ASSESSMENT
 
Informal Approaches: Identification and Screening
 
Gathering Information from Others
 
Informal Approaches: Assessing Difficulties in Reading
 
Informal Approaches: Assessing Spelling Difficulties
 
Informal Approaches: Assessing Difficulties in Handwriting
 
Assessing Alphabetic Knowledge
 
Assessing Cognitive Processing Skills
 
Assessing Difficulties in Mathematics
 
Principles and Concepts of Psychometrics
 
PART THREE: FORMAL ASSESSMENT
 
Screening Procedures for Dyslexic-type Difficulties
 
Standardised Assessment of Reading
 
Standardised Assessment of Spelling and Handwriting
 
The Assessment of Underlying Ability
 
Standardised Assessment of Cognitive Processing Skills
 
Identifying Specific Learning Difficulties in Mathematics, including Dyscalculia
 
PART FOUR: CONDUCTING ASSESSMENT
 
Conducting Assessment
 
Writing an Assessment Report
 
Assessment by Other Professionals
 
Bibliography
 
Glossary
 
Appendices
 
Index

'Assessment for Learners with Dyslexia-Type Difficulties will become an invaluable and indispensible resource to every school in the country. Both a reference and a practitioner's guide it provides exactly the type of information that is needed to conduct, report and draw conclusions from an assessment. It discusses every aspect of assessment from screening to formal approaches. The section on Informal Approaches is relevant to all teachers and Part III on Formal Approaches will be eagerly welcomed by the growing number of specialist teachers in this field. Sylvia Phillips, Kathleen Kelly and Liz Symes together have a vast range of experience in this field and this is evident in the breadth, detail, and relevance of the 21 chapters in the book, which have increasing relevance for teachers and 'specialist assessors'. This book is essential reading for those involved in assessment and is a 'must have' for every school'
-Dr. Gavin Reid,

Independent Educational Psychologist


The book will be of significant use to all teachers who need information and guidance on how to assess for a purpose and the authors provide step by step instructions. Examples are provided to illustrate their points and any technical language is clearly explained. I agree with Dr Gavin Red that this book is a ‘must have’ for schools.

Special Educational Needs Magazine

This text would be useful in all schools as a reference book as well as a training manual. It would be equally useful for specialist teachers and psychologists and for those who are preparing to apply for the renewal of their Assessment Practising Certificate.

Lois Hood
Dyslexia Review

I felt this was a very useful book with some interesting theories. I will recommend this to training teachers or those that need some extra reading of how to deal with learners that have ALN.

Miss Julia Chiari
Employability, Work Ready People- Hit
July 23, 2015

This text has been added as essential reading for our MA module on standardised assessment.

Julian Brown
School of Education (Park Campus), Northampton University
May 21, 2015

This was a really useful text for those on the module who decided to specialise in dyslexia in mainstream schools for their final assignment.

Dr Austin Griffiths
Division of Youth & Community, De Montfort University
May 20, 2015

Excellent guide to assessment approaches to compliment existing resources on the module.

Ms Siobhan Mellor
School of Health and Education, Middlesex University
December 4, 2014

It was considered useful as an additional script rather than a core book for this course.

Mrs Sue Soan
Department for Professional Development , Canterbury Christ Church University
August 12, 2014

Thorough guidance on the assessment process for professionals working with all age groups

Dr Ann Marie Casserly
Dept of Education, St Angela's College
June 3, 2014

A useful resource for supporting those who want to work in this sector.

Mrs Jo Pothecary
Student Support & Engagement, Wiltshire College
March 20, 2014

Sylvia Phillips

Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, began her career as a teacher of English in secondary schools where she first became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist dyslexia teachers at both undergraduate and postgraduate levels. During her time there, she also continued to work in primary, secondary and special schools both with teachers and directly with pupils. She developed and taught on SEN courses... More About Author

Kathleen Kelly

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. She is Programme Leader for the MA in Specific Learning Difficulties and has presented papers at a number of international conferences in this area. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher... More About Author

Liz Symes

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