Full Dyslexia Assessment

This assessment is suitable for any child who has not been previously assessed and where a dyslexia screening test has indicated a more in depth assessment would be informative. A full dyslexia assessment requires a minimum of three hours assessment time with the student. This is usually spread across two sessions, but more sessions may be required for younger learners. In addition parents and class teachers are interviewed so the past developmental and educational experiences of the child can be understood. Finally the data is analyzed and a diagnosis is made and a detailed report, including recommendations to meet the child’s needs, is provided.

  • 1/2 hour teacher/parent interview
  • 3+ hours assessment time
  • 3+ hours analysis and report writing
  • 1/2 hour communicating outcome to teachers and parents

 What the assessment covers

The assessment measures the student's current level of academic attainment and compares it to their underlying intellectual ability. It then measures their phonological processing: phonological awareness,  working memory and processing speed. This allows us to build a profile of their strengths and weaknesses, and to consider whether a diagnosis of dyslexia would be appropriate. Additional assessment considers reading, writing and handwriting skills allowing the educational recommendations to relate to the student's full literacy profile.


Phonological Processing Assessment

This assessment is suitable for children who have had a general educational psychologist assessment and require more dyslexic specific assessments, or for those children where there are significant literacy difficulties but a full dyslexia assessment is not required. This is often the case for younger children or children who have not had any previous literacy intervention in place. This assessment requires a minimum of 1 hour assessment time with the student. In addition the class teacher is interviewed so the past developmental and educational experiences of the child can be understood. Finally the data is then analyzed providing an overview of the child's phonological profile. A set of recommendations is then made tailored to the child’s needs.

  • 1/4 hour teacher interview
  • 1 hour assessment time
  •  1 hour analysis and report writing
  • ·1/4 hour communicating outcome to teacher

Next Steps

There are a range of next steps that can be taken following on from Educational Assessment. Often this involves some degree of specialist intervention work. Dyslexic Logic offers a range of individually taylored Learning Programs and staff training options to ensure that student's individual learning needs can be met.

Staff Training

Training Options

We offer a range of staff training options. These are generally integrated with dyslexia support provision, allowing  both trainer and trainee opportunities for observation and feedback while developing skills in practice. All training is based on taking a systematic phonics based approach to supporting literacy, with an emphasis on Synesthetic Learning principles. Please contact me for further information.

Support Programmes

Supported Individual Learning Programmes

Each Individual Learning Program is developed to meet the needs of a specific child. They cover an 8 week period and include detailed weekly guidance. They are intended for 1-1 intensive intervention designed to ensure rapid progress in a short period.

Initially I interview the class/intervention teacher to identify their particular concerns and areas where they require support. Then I work with the student to assess their current skills in reading, writing, spelling and comprehension as well as predominant learning styles. I use this to formulate learning targets for the student, and suggest teaching methods most suited to this child. I suggest activities and resources that are most appropriate for meeting the child’s needs in relation to these targets. In addition I provide support and points for development for the intervention teacher delivering the intervention sessions.

  • ½ hour teacher/support teacher interview
  • ½ hour intervention observation.
  • 1 hour student assessment
  • 1 hour ILP formulation
  • 1 hour support teacher feedback and program development.

This program is only available for children with an accessible current Educational Assessment. They do not need a diagnosis of dyslexia. It is essential that the intervention sessions are carried out by a specialist teacher/teaching assistant.

Online support

On-line support is available for teachers, tutors and parents who are using the Dyslexia Logic Support Programme. While I would encourage anyone using the programme to email me with any questions and queries, on-line support provides regular guidance to ensure you get the best from the programme.

 

For assessment, training or support enquiries please contact me.

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