Dyslexia
- Assessment and Definition
What is dyslexia - a term that has been much misunderstood
or defined in different ways over the years? The British Psychological
Society, Division of Educational and Child Psychology, defines
dyslexia as:
Dyslexia is evident when accurate and fluent word reading
and/or spelling develops very incompletely or with great difficulty.
This focuses on literacy learning at the ‘word level’
and implies that the problem is severe and persistent despite
appropriate learning opportunities. It provides the basis
for a staged process of assessment through teaching.”
The definition of dyslexia does not rely on there being a
significant discrepancy between cognitive ability and attainment
scores. The DECP also states that no particular pattern of
cognitive scores is necessary for a child to be regarded as
dyslexic. In other words the focus is on attainments not on
any particular pattern or relative strengths and weaknesses
on cognitive scores.
The important issue is to focus upon identifying the existing
skills of the child/ adult and what strategies are needed
to increase his/her progress. I can carry out a detailed assessment
to identify skills, strengths and weaknesses and produce a
report with recommendations for new ideas to help the school
and yourself to improve progress. A child’s progress
can be affected by a number of factors including ability to
use sounds/ phonemes, concentration and motivation, social
and emotional skills such as friendships, anxiety and confidence.
Other factors include learning styles, study skills and thinking
skills.
Stephen Bayliss - Chartered Psychologist
The Centre
18 Prospect Road
Hythe
Kent CT21 5NH
UK
Telephone: (01303)
253304
Email: mail@charteredpsychologist.co.uk
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