The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools. In light of the current dyslexia-friendly schools initiative, it looks at organisational-level support for dyslexic children, together with pragmatic strategies which teachers can use to support children's cross-curricular learning. Further, it includes case studies and practical tasks to build readers' confidence in supporting Specific Learning Difficulties, as well as a range of coping strategies and practical advice, based upon the authors' experience of working with dyslexic learners in different contexts over many years.
Chapter 3: How Might You ‘Measure’ Dyslexia?
How Might You ‘Measure’ Dyslexia?
By the end of this chapter you should:
- be able to make links between the definitions of dyslexia, the behaviours you see in the classroom and how we ‘measure’ these to identify a person as dyslexic;
- understand the difference between a screening test and an assessment;
- be able to make links between measurements of dyslexia and how these are used to develop successful support strategies in the classroom;
- understand your role in providing support as part of that provision and in monitoring student progress;
- have laid the foundations for understanding your role as part of the team, as discussed further in Chapter 9.
This chapter addresses the following Professional Standards for QTS and Core:
Q12, Q26, C12, C14