This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. Linking theory, research and practice, practitioners will gain critical knowledge of procedures to analyse, interpret and use in appropriate assessments which will facilitate setting targets for teaching. The book covers: - how to use both informal and formal assessment procedures - frameworks for evaluating published and teacher-made assessments - the professional development needs of any teacher involved in assessment Ideal for those training to be specialist teachers of learners with dyslexia, this text is equally useful to all teachers and SENCOS (Special Educational Needs Co-ordinators) and complements the authors' book Teaching Literacy to Learners with Dyslexia to provide comprehensive guidance for assessing and teaching learners with dyslexic-type difficulties. Sylvia Phillips is an experienced Special Educational Needs educator, and currently leads Glyndwr University's specialist course for teachers of learners with dyslexia. Kath Kelly is Programme Leader for the Masters in Specific Learning Difficulties, Manchester Metropolitan University. Liz Symes is Senior Lecturer in SEN (Special Educational Needs) and Professional Studies, Manchester Metropolitan University.

The Second Edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from 5-18 with dyslexia and other specific literacy difficulties. Supported by a wealth of resources available online and updated throughout, the new edition now includes a brand new section on Implementing the Accelerated Programme for learners who have already acquired some literacy skills. This includes: A placement test to indicate whether the programme is appropriate A diagnostic assessment procedure to determine where the learner should begin on the Accelerated Programme Examples of lesson plans, reading cards and spelling cards to help teachers prepare resources for their students With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including; the rationale for a structured multi-sensory approach the development of phonological, reading, writing and spelling skills working with learners who have English as an Additional Language (EAL) lesson structure and lesson-planning alphabet and dictionary skills memory work and study skills teaching the programme to groups ideas for working with young children.

Reinforcing best practice techniques, the second edition of this specialist guide for the assessment of learners with dyslexic-type difficulties includes: - a new chapter on The Implications of Co-existing Specific Learning Difficulties - updates to legislation including the SEND Code of Practice - updates to specific diagnostic tests - examples of interpreting test profiles - photocopiable resources available to download from the website This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. It is an essential companion for those training to be specialist teachers of learners with dyslexia and a useful resource for all SENCOs, and teachers new or experienced.

This bestselling text offers theoretical detail and depth alongside a programme of activities to implement in practice which can improve literacy levels and support children with dyslexia.

***** Online Resources are open access. No code is required ***** It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics. The book provides: • an overview of current research explaining the nature and causation of dyscalculia • guidance on the identification of dyscalculia • examples of how to carry out informal and formal assessments • an explanation of the principles of multisensory mathematics teaching • an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities. Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.

Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.

The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA). Thus the book is relevant not only to readers who are particularly interested in the role of specific learning difficulties in learning additional languages, but also to those who would like to understand how individual differences in cognitive functioning influence SLA. The book focuses on four important areas that are particularly relevant for language learners with SpLDs: the processes of SLA in general and the development of reading skills in particular, the effectiveness of pedagogical programs, the assessment of the language competence of students with SpLDs and identifying SpLDs in another language. The book also views learners with SpLDs in their social and educational contexts and elaborates how the barriers in these contexts can affect their language learning processes. This is an excellent resource for language teachers, students, and researchers in the areas of second language acquisition and applied linguistics.

All teachers are expected to have a clear understanding of the needs of all pupils and be able to use and evaluate distinctive teaching approaches to engage and support their entire class. But how do you actually teach and work with young people in an inclusive way? This book is your ultimate guide with chapters on: Your first day in a specialist provision Teaching, Planning and Assessment Working in partnership As well as material on specific conditions which covers all areas of exceptionality. This book gives you the knowledge and practical advice you really need to help you teach children from 0-25 with special educational needs and disabilities.

Taking a developmental approach, this accessible text addresses the ever increasing interest in identifying the characteristics of dyslexia in young children and reflects on the best way to reach and support these learners. Drawing upon current research, the author considers our current understanding of dyslexia and calls upon best practice to advise professionals, students and family members alike who seek to fulfil the potential of young children with, or showing the signs of, dyslexia. This book considers key topics explored in current best practice and dyslexia research, including: the importance of the role of speaking, hearing and understanding language dyslexia in relation to other languages and orthographies dyslexia and overlapping characteristics, particularly dyspraxia the role of play identifying and assessing dyslexia in the early years. Adopting a dyslexia-friendly position, Barbara Pavey acknowledges the ethics associated with a social model of disability, so that the focus is upon modifying teaching and learning, and respecting the views of children and parents throughout. This book includes assessment and practice strategies, good practice points, helpful ideas, first-hand narratives of dyslexia, pointers for further reading, resources and online tools, and will be of enormous practical use to anyone supporting a young child with potential or diagnosed dyslexia.

Research has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource materials that would be suitable for the development of children with dyslexia. Beginning with a contextual note on the key difficulties faced by children at risk of dyslexia, the book takes the reader through the processes of identification and diagnosis, before offering ideas on how to tailor classroom materials for these students. The book's resource materials are designed to target areas such as reading, spelling, numeracy, language skills, social and emotional development, and problem solving skills.