Assessment of Learners with Dyslexic-Type Difficulties (2nd Revised edition)

Assessment of Learners with Dyslexic-Type Difficulties (2nd Revised edition)

By: Sylvia Phillips (author), Kathleen Kelly (author)Hardback

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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

About Author

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 for teachers in the UK and was the UK partner (with Italy, Belgium and Spain) developing and teaching EU courses on `Inclusion and SEN' for European educationalists. She has served on the Accreditation Board of the British Dyslexia Association and has also been involved in several dyslexia research projects. She is currently course leader of the specialist dyslexia teachers' course at Glyndwr University, Wales. She has co-authored Putting the Code to Work (Primary and Secondary editions, 1998, MMU - MET Publications), Inspection and Beyond (1997, Pearson), Management Skills for SEN co-ordinators (1999, Falmer Press), and A Multi-sensory Teaching System for Reading (1998, MMU Publishing), a fully scripted set of materials for teaching small groups of pupils with dyslexia. Sylvia's other main areas of interest lie in `learner voice', pupils' social, emotional and behavioural difficulties, and supporting teachers undertaking enquires into their practice. 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 Status (ATS) and is Associate Member of the British Dyslexia Association (AMBDA). Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to those at Key Stage 5. 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' experience of 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.


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

Product Details

  • ISBN13: 9781526423726
  • Format: Hardback
  • Number Of Pages: 392
  • ID: 9781526423726
  • ISBN10: 1526423723
  • edition: 2nd Revised edition

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