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The Dyslexia Assessment.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Publishing PLC,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half-title; Title; Copyright; Contents; Introduction; Part 1: Dyslexia and assessment; 1 Dyslexia and assessment: why, who and what?; A working definition of dyslexia; Why should we carry out an assessment for dyslexia?; Who should be assessed?; What should an assessment involve?; Summary 1; 2 Assessment in early years and primary school; Early identification 1; Factors that can prompt concern 1; Preparing an outline with profile indicators; The 'overcoming barriers to learning' approach 1; Other signs of being at risk of dyslexia in early years and primary school.
- Overlapping difficultiesObservation framework; Linking home and school; The importance of early identification of decoding and comprehension difficulties; SEND Code of Practice; Summary; 3 Assessment in secondary school and in further and higher education; Principles of assessment; Assessment in secondary school; Assessment in FE college; Assessment at university; Informal and formal tests for dyslexia in secondary school, FE college and university; Summary; 4 Formal and informal assessment; The assessment process; Data gathering.
- A framework for assessing and identifying dyslexia in all settingsA closer look at phonological tests; Parents of children or students with dyslexia; The role of specialists; Barriers to learning; Summary; 5 Assessment: understanding results and implications for practice; Informal observation; Formal assessment
- linking assessment and intervention; Case study example; Feedback; Implications for practice; Implications for intervention; Summary; Part 2: Curriculum assessment; 6 Assessment through differentiation; What do we mean by differentiation for learners with dyslexia?
- Identifying barriers to learning through differentiationDifferentiation by task (content and presentation); Differentiation by outcome (results); Differentiation by resources (materials); Differentiation by support (intervention); The role of differentiation in informing the development of a learning plan; Subject differentiation examples: mathematics, music and physical education; Overall framework that can be used with differentiation 7; Summary; 7 Assessment across the curriculum; Curriculum- based assessment; Metacognitive assessment; The role of metacognition in learning.
- Linking assessment with teaching of literacyLinking assessment and support; A framework for assessment across the curriculum; Clarifying concern; Assessment across the curriculum
- advantages; Assessment across the curriculum
- key issues; Summary; Part 3: Issues; 8 Social, motivational and emotional factors; Social factors; Motivational factors; Emotional factors; Summary; 9 Overlapping conditions; ADD and ADHD; A PD (CAPD); Visual stress; Maths learning difficulties and dyscalculia; Dysgraphia; Dyspraxia (DCD); Summary; 10 EAL: assessing dyslexia in different languages.