the dyslexia assessment39.99
- This is an important and accessible book supporting schools, teachers and other adults in recognising and supporting dyslexic pupils.
- Offers a comprehensive range of assessment strategies that help identify and observe challenges, providing some evidence if a formal diagnosis is to be made.
- The book identifies the importance of home-school collaboration when identifying and supporting dyslexia characteristics.
- The book stresses the importance of recognising the strengths of the individual, and that identifying dyslexia is a good strategy to be able to put supporting strategies in place to help individuals thrive.
- The book is supported by online resources, showcased in the appendices, to help build a comprehensive bank of dyslexia evidence.
Recognising and understanding dyslexia is a complex business, as different pupils offer differing characteristics throughout their learning. For the teacher, special needs coordinator or school leader the issue can be compounded when faced with demands for attention in exploring the condition for individuals from parents, carers or when recognising when something doesn’t seem right about a pupil.
Understanding what dyslexia actually should form the foundation for schools, parents and teachers to help pupils who may be struggling with aspects of their learning. In their important ‘The Dyslexia Assessment’ book, Dr Gavin Reid and Dr Jennie Guise succinctly share seven main idiosyncrasies that may be identifiable in a working definition of dyslexia. Often characterised by difficulties in literacy acquisition, it can also have an impact on cognitive processes such as memory, fundamentally being a processing difference. Furthermore, the authors argue, assessing dyslexia should be systematic, otherwise a sizeable proportion will not be able to demonstrate or achieve their potential. Surely that’s the goal of all schools.
Ideally, recognising the signs early on in the development of the child is crucial, with the authors advocating how a systematic approach will spot signs that might otherwise be missed. Offering a selection of informal questions for parents, teachers or other adults to consider, the book proceeds to explore actions that can be taken in the early years or primary school setting, followed by considerations for secondary, FE and HE educational settings. Critically, the book also explores overlapping difficulties including Dyspraxia, ADHD, Autism or Hyperlexia.
Linking home and school plays an important aspect throughout, advocating how important it is that parents are involved in the assessment process. Once any level of assessment is concluded, the authors explore understanding results and the implications for intervention practice. Having identified the results, the book proceeds to explore some of the barriers to learning encountered offering strategies, tips and plans to put in place to support pupils living with dyslexia.
Prior to offering the actual assessment sheets and checklists, the book concludes by highlighting some of the key points made throughout. Fundamentally, schools should have a clear framework for the assessment of dyslexia, and that the assessment process should be seen as an ongoing strategy as individuals develop, and their challenges can vary. Additionally, the importance of early identification is crucial, as the accommodations made will then be normalised in the classroom, but an important recognition of the child’s strengths can help them become independent and motivated throughout their schooling, and then in the longer term as considerations of a career is considered.
The book is accompanied by eight appendices, that offer the assessment, record keeping, and observations for identifying and supporting dyslexic pupils. The assessment sheet appendices are also available on an accompanying website, but this is an important book for every school in supporting the recognition of dyslexia, and the simple steps we can all take in ensuring all our pupils receive the support they need to thrive.
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