Assessment of Learners with Dyslexic-Type Difficulties

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.

Table of Contents:
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

About the Author :
Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, Cert. TESL is an Education Consultant (for SEND) and a part-time tutor to the AMBDA course at Stanmillis University College, Belfast. She began her career as a teacher of English in secondary schools where she 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 that time she worked in primary, secondary and special schools both with teachers and directly with pupils. She taught on several SEND courses for teachers (particularly training SENDCos) and was the UK partner (with Italy, Belgium and Spain) developing and teaching courses on ‘Inclusion and SEN’ for European educationalists. She served on the Accreditation Board of the British Dyslexia Association but left when she became a specialist member of the SEND Tribunal service.  She has been involved in several research projects developing teaching materials. In recent years she led the AMBDA courses for Wrexham Glyndwr University, and together with Kathleen Kelly, she co-authored Assessment of Learners with Dyslexic Type Difficulties, 2nd Edition, (2018, Sage). Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is an independent consultant and trainer in the field of specific learning difficulties. For many years she was a Senior Lecturer at Manchester Metropolitan University in the Centre for Inclusion and Disability Studies where she was Programme Leader for the MA in Specific Learning Difficulties and the Post Graduate Certificate in Dyscalculia. For several years she has taught courses on specific learning difficulties as part of the initial teacher training programme in addition to postgraduate awards. She has presented papers in this area at a number of international conferences and was part of the MMU research team that evaluated the Department of Education funded project ‘Teaching for neurodiversity’ led and co-ordinated by the British Dyslexia Association (2017). She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and Associate Member of the British Dyslexia Association (AMBDA). She was a member of the SASC/BDA working party (2019) which was set up to develop a new definition of dyscalculia and to produce guidance on identification and assessment. Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to sixteen years. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years of experience in supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest, and her doctorate was also in this area. She is co-author of Phillips and Kelly (2022) Assessment of Learners with Dyslexic-type Difficulties, 3rd edition.

Review :
'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