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

Second Edition


© 2018 | 392 pages | SAGE Publications Ltd
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.

Don't forget about the companion text, Teaching Literacy to Learners with Dyslexia

 
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

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

What a wonderful and timely text! Each chapter of this book can be used to support and develop those who are learning the complex set of skills required to become outstanding practitioners in this field. No other text on the assessment of dyslexia achieves the delicate balance of how to use a variety of methods in the identification process. This new edition is even more relevant as it matches the most up-to-date forms of assessment with how these should be delivered within the current legal framework. This book should be a key text on the resource list of all programmes who are developing the dyslexia assessors of the future!

Graeme Dobson
Lecturer, Language Literacies and Dyslexia, University of Birmingham

The second edition of this invaluable book will no doubt become one of the key texts for our Masters in SpLD (dyslexia) at UCL, IOE. This book provides an accessible, yet comprehensive look at issues surrounding assessment of learners with dyslexia.  Essential reading for specialist teachers, SENCos and all educational professionals. Kelly and Philips use an evidence based approach which is grounded in theory.

Elisabeth Herbert
Programme Leader and Module Leader, Masters in SpLD (Dyslexia) UCL, Institute of Education

Sample Materials & Chapters

Chapter 1: Dyslexic-type Difficulties: Implications for Assessment


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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

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