Dyslexia Assessment

SUSAN CAMPBELL  MA BEd PGDip(Dyslexia) APC

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Educational Consultant 


6 Hampton Court Ave

East Molesey

Surrey

KT8 0BQ 


Phone: 0208 398 5900

Email: susancampbell0@me.com 

Web: dyslexia-assess.com

 DYSLEXIA IN STUDENTS

Dyslexic Secondary School Pupil

As for primary schools, plus:   

                                                         


►      Still reads inaccurately.


►      Still has difficulties in spelling.


►      Needs to have instructions and telephone numbers repeated.


►      Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.


►      Confuses places, times, dates.


►      Has difficulty with planning and writing essays.


►      Has difficulty processing complex language or long series of instructions at speed.


Non-language indicators


►      Has poor confidence and self-esteem.


►      Has areas of strength as well as weakness.

                           


       

     Dyslexic Student

            

The difficulties noted below are often associated with dyslexia if they are unexpected for the individual's age, educational level, or cognitive abilities.  A qualified diagnostician can test a person to determine if he or she is truly dyslexic.



►      May read very slowly with many inaccuracies.


►      Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing.


►      May avoid reading and writing tasks.


►      May have trouble summarizing and outlining.


►      May have trouble answering open-ended questions on tests.


►      May have difficulty learning a foreign language.


►      May have poor memory skills.

►      May work slowly.

►      May pay too little attention to details or focus too much on them.

►      May misread information.

►      May have an inadequate vocabulary.

►      May have an inadequate store of knowledge from previous reading.

►      May have difficulty with planning, organizing, and managing time, materials and tasks.

       






Dyslexic Student in Higher Education





►      A marked discrepancy between ability and the standard of work being produced. 

►      A persistent or severe problem with spelling, even with easy or common words.


►      Difficulties with comprehension as a result of slow reading speed.


►      Poor short term memory, especially for language based information, which results in the inefficient processing into long term memory.


►      Difficulties with organisation, classification and categorisation.


►      Note-taking may present problems due to spelling difficulties, poor short term memory and poor listening skills.


►      Handwriting may be poor and unformed, especially when writing under pressure.


►      Students often show a lack of fluency in expressing their ideas, or show difficulties with vocabulary.


►      Some students may have continuing pronunciation or word finding difficulties, which may inhibit them when talking or discussing in large groups.


The pressures of studying can lead to a high level of anxiety.  Dyslexia can accentuate this and create even more stress.  A new course of study may highlight difficulties that have previously gone unnoticed.  Dyslexic people are often excellent problem solvers.  However, they do need to be given the 'space' in which to do this.


Information from: British Dyslexia Association