Dyslexia (SpLD): Assessing Assessment

Summary

Converging evidence increasingly calls into question the validity of ‘traditional’ assessment methods which commonly involve a discrepancy model or within which an IQ figure remains significant.

There appears to be a continuing emphasis upon demonstrating the existence of a dyslexic condition at the expense of seeking to link assessment with intervention; and some question also exists whether there are characteristics which clearly differentiate a dyslexic sub‐sample from other learning‐disabled groups either in terms of cognitive functioning or of response to teaching method.

Additional information

Notes on contributors

M. J. Connor

Michael Connor is a specialist educational psychologist in the Surrey Educational Psychology Service, based at the Local Education Office, Andrews House, College Road, Guildford GUI 4QF.