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.

How Might You ‘Measure’ Dyslexia?

How might you ‘measure’ dyslexia?

Chapter Objectives

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


Chapters 1 and 2 defined ...

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