Assessment of Learners with Dyslexic-Type Difficulties
Autor Sylvia Phillips, Kathleen Kellyen Limba Engleză Paperback – 6 iun 2018
- 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.
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| SAGE Publications – 6 iun 2018 | 346.16 lei 3-5 săpt. | +39.13 lei 7-11 zile |
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| SAGE Publications – 6 iun 2018 | 1086.16 lei 6-8 săpt. |
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Specificații
ISBN-13: 9781526423733
ISBN-10: 1526423731
Pagini: 392
Dimensiuni: 186 x 232 x 33 mm
Greutate: 0.77 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
ISBN-10: 1526423731
Pagini: 392
Dimensiuni: 186 x 232 x 33 mm
Greutate: 0.77 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Sage Publications Ltd
Locul publicării:London, United Kingdom
Recenzii
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.
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!
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.
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!
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.
Cuprins
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
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
Notă biografică
Descriere
This specialist and comprehensive book is designed to help teachers and SENCOs gain critical knowledge that will facilitate setting and achieving targets.