educational-psychologist.org.uk
Definition of dyslexia.
Dyslexia occurs when there is a significant
disparity between a student's overall underlying verbal/cognitive ability and
his/her (but usually his) literacy skills, despite considerable appropriate
teaching of a suitably motivated student.
I have met many bright students who have
not been able to develop appropriate literacy skills despite a tremendous
struggle on the part of students, parents and teachers. (I have also met many
less able students whose literacy skills were equally poor but in reality they
were "maximizing their potential" and were to be congratulated
on such achievement.)
Literacy Assessment
While "dyslexia" is a useful
shorthand term, I find the phrase "specific literacy difficulties"
more helpful as it instantly flags up a more precise description by
acknowledging the possibility of more than one area of weakness.
Most bright students with dyslexia can manage a survival level of reading
(Basic Reading) even though at a painfully slow rate (Reading Speed), but their
understanding of what they have read (Reading Comprehension), their ability to
spell (Spelling) and their skills of written presentation are often woefully
below their intellectual capacity.
Consequently, any assessment of a literacy difficulty should consider
all four areas mentioned above. This is
done in the Wechsler Individual Achievement Test Second UK Edition (
Psychometric Assessment
In the same way that I consider "dyslexia" to be a non specific
umbrella term, I find the use of unqualified intelligence quotient figures
(IQs) to be equally unhelpful. IQ
figures are gained by averaging out scores relating to levels of underlying
abilities. In the Wechsler Intelligence Scale for Children IV (WISC IV)
10 core subtests are administered. (There are 5 further optional
subtests that can be administered if required.) The subtests are divided
into Verbal Comprehension, Perceptual Reasoning, and Working Memory and Processing
Speed. Sometimes, the test scores can then be averaged out to give IQ
figures in the four respective areas. In turn, these four figures
can be combined to provide a full scale, overall IQ. When the variance
between scores is small, I believe this procedure may be useful. However
when there are considerable highs and extreme lows: "a spiky
profile", (as there often are with a bright student with dyslexia) then
any averaging out discards information whose absence can then give a
false picture. (If a student's left leg was one inch shorter than the norm,
while his right one was an inch too long, then on average both his legs would
be fine. Nevertheless he would have a bad limp!)
"Intelligent" assessment
What is far more useful when variance in scores is high, is to consider the
pattern of strengths and weaknesses. At the most crude level, verbal abilities
can be compared with non verbal abilities. Good verbal abilities with
poor performance skills may suggest dyspraxia and further assessment from an
Occupational Therapist may be appropriate. Poor verbal abilities with
good performance skills may point towards hearing and/or speech problems.
More specifically, I have seen patterns that suggest deficiencies in the
abilities that I believe, underpin the development of literacy skills. It
is the identification of relative strengths and weakness (and the disparity
between the two) that define a dyslexia assessment.
Patterns of strengths and weaknesses begin to suggest approaches to improving
literacy skills that can then be geared to developing truly individual
education programmes. Strategies that harness the identified strengths
can be encouraged whilst avoiding directions which would rely on a deficient
skill. Not all students with dyslexia have the same specific deficits.
Some students have short term auditory working memory problems: others have
visual motor processing difficulties, and some students have both!
Programmes of improving underlying specific weaknesses through games and daily
activities may be formulated, but it must be remembered that the student will
find this difficult, especially as he becomes older.
Usefulness of Dyslexia Assessment (1)
My number one aim in dyslexia assessment for a student, is to improve his
self esteem by showing him that he is not "thick and stupid" as he
has often been told. With the bright student, I involve him in the
scoring up of the subtests. We convert his actual "raw score"
to "test age" equivalence. This means showing a 12 year boy who
has a spelling age of 8 years (which he already knew) that his powers of
cognitive reasoning are above the range of my materials: more than 16 years 10
months. The "in student " effect is often dramatic in relation
to the extent that his self esteem and self confidence instantly increase.
I have also seen a father view his son in a new light. The father was convinced
that the boy was an idle good-for-nothing teenager (which might really still
be true!) in relation to not doing his written, work sheet bound homework.
He was amazed to see the boy's level of comprehension when the
questions were read to him, move from 2 years below his chronological age to 1
year above!
The dyslexic student and I then agree that
he has a problem with literacy that needs to be dealt with but we put it in the
perspective that he is verbally, likely to be one of the brightest boys
in the school. We talk about the specificity of his problem and compare
this with others who are tone deaf, or colour blind and conclude that once he
has his master's degree, a secretary will deal with the literacy required to
implement his board level decisions!
Usefulness of Dyslexia Assessment (2)
However at a more prosaic level, dyslexia assessment may provide the student's
school with information about his pattern of abilities and may remind the staff
of their duty of care to meet his needs. While I expect a more able
student to be reading far ahead of his chronological age, this is seldom the
view of a Local Education Authority who usually measures any deficit against
the norm. If the need is very significant, a Statement of Special Needs
may be forthcoming. More realistically, examination boards accept that a
student who has a "positive" official dyslexia assessment by a
chartered educational psychologist should not be unfairly disadvantaged
and in some circumstances they may allow extra time (access arrangements), use
of a laptop computer and in the most extreme situations, an amanuensis (an
adult reader of questions and writer of answers).
Dyslexia is a demonstrable condition which if undiagnosed, can blight
children's lives in terms of self esteem and examination results.
Intelligent assessment and early identification of dyslexia can inform and
guide programmes of help to improve literacy skills.
An "officially recognised" assessment and diagnosis of dyslexia can
facilitate "equal opportunity" conditions for formal examinations: a
level playing field on which the student can display their knowledge of the
curriculum without hindrance from a communication system (literacy) with which
they are at odds.
These are my personal
opinions which
reflect my experience of 40 years in education
including the last 26 years of practising as an educational psychologist.
Ged Balmer
Cert. Ed., BSc.(Hons), MSc.,
C. Psychol., AFBPsS.
Chartered Educational Psychologist Health Professions Council - Practitioner Psychologist
British Psychological Society No: 34097 Registration
Number PYL02195
Follow
the link below for an independent view of a dyslexia assessment by an educational
psychologist.
http://www.justdyslexic.org.uk/Microsoft%20Word%20-%20Lft%209%20UNDERSTANDING%20the%20EDUCATIONAL%20PSYCHOLOGISTS%20ASSESSME%E2%80%A6.pdf
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