Full Description
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 assessmentIdeal 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.
Contents
IntroductionPART ONE: DYSLEXIC-TYPE DIFFICULTIES AND ASSESSMENT SETTING THE CONTEXTDyslexia-Type Difficulties: Implications for AssessmentPurposes and Types of AssessmentLegislation, Policy and PracticeInformal Approaches: Identification and ScreeningGathering Information from OthersInformal Approaches: Assessing Difficulties in ReadingInformal Approaches: Assessing Spelling DifficultiesInformal Approaches: Assessing Difficulties in HandwritingAssessing Alphabetic KnowledgeAssessing Cognitive Processing SkillsAssessing Difficulties in MathematicsPrinciples and Concepts of PsychometricsPART THREE: FORMAL ASSESSMENTScreening Procedures for Dyslexic-type DifficultiesStandardised Assessment of ReadingStandardised Assessment of Spelling and HandwritingThe Assessment of Underlying AbilityStandardised Assessment of Cognitive Processing SkillsIdentifying Specific Learning Difficulties in Mathematics, including DyscalculiaPART FOUR: CONDUCTING ASSESSMENTConducting AssessmentWriting an Assessment ReportAssessment by Other ProfessionalsBibliographyGlossaryAppendicesIndex
