Assessment of learners with dyslexic-type difficulties

Product 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 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. 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 PsychologistThe 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 About the 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 o