Literacy Assessments and Support
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Literacy Assessments
For Primary and Secondary aged children with reading, spelling and handwriting difficulties. The children I work with have often not been able to respond well to the usual school intervention programme, or their progress has continued to be slow. They often show difficulty with retention.
Some common needs include:
Challenges in recognising, naming and writing letters
Struggling to blend letters, in reading, writing or both
Difficulty with developing fluent reading, often loses place and misses words
Difficulty with spelling either using phonetic knowledge or sight words
Difficulty with remembering sight words and spellings, even when they practice and practice
Often reverses letters
Difficulty copying, or does so very slowly
Difficulty with handwriting and their writing is not progressing well or getting easier for them
Difficulties with attention and following instructions, and with working independently
There are often queries discussed between school professionals and parents about whether the child may be Dyslexic or Dyspraxic, or the child may show some need on a Dyslexia screening test but not enough to qualify for the diagnosis.
I look in depth at the early, underlying foundation skills of literacy including visual perception, several different areas of memory, the physical development that underpins successful use of hands, eyes and movement for reading and writing, the executive skills that support processing, comprehension, organisation and a planned response to a learning task.
From this, I provide a detailed report with practical tasks and activities to develop progress, and to benchmark progress. I can provide an in depth assessment for one child, or a briefer assessment for a group of children depending on need.
For children showing possible signs of Dyslexia:
I am able to identify red flags for Dyslexia and will always advise if I think a Dyslexia Assessment from a specialist would help your child. Research is indicating that children not identified and helped by the age of 9 (the most usual age of identification) continue to struggle into their teens. Parents and teachers often see the early warning signs of possible Dyslexia in much younger children, although a diagnosis cannot be given to a child younger than seven. However if the child's underlying needs with literacy such as visual perception, motor skills and memory are identified and addressed through early intervention whatever their age and whatever the cause of them, then no time is being wasted and the impact on the child's learning is being actively reduced. It is very possible to see a delay in those early skills and to support them through play in children as young as three, and I am always happy to do so.
L
For Primary and Secondary aged children with reading, spelling and handwriting difficulties. The children I work with have often not been able to respond well to the usual school intervention programme, or their progress has continued to be slow. They often show difficulty with retention.
Some common needs include:
Challenges in recognising, naming and writing letters
Struggling to blend letters, in reading, writing or both
Difficulty with developing fluent reading, often loses place and misses words
Difficulty with spelling either using phonetic knowledge or sight words
Difficulty with remembering sight words and spellings, even when they practice and practice
Often reverses letters
Difficulty copying, or does so very slowly
Difficulty with handwriting and their writing is not progressing well or getting easier for them
Difficulties with attention and following instructions, and with working independently
There are often queries discussed between school professionals and parents about whether the child may be Dyslexic or Dyspraxic, or the child may show some need on a Dyslexia screening test but not enough to qualify for the diagnosis.
I look in depth at the early, underlying foundation skills of literacy including visual perception, several different areas of memory, the physical development that underpins successful use of hands, eyes and movement for reading and writing, the executive skills that support processing, comprehension, organisation and a planned response to a learning task.
From this, I provide a detailed report with practical tasks and activities to develop progress, and to benchmark progress. I can provide an in depth assessment for one child, or a briefer assessment for a group of children depending on need.
For children showing possible signs of Dyslexia:
I am able to identify red flags for Dyslexia and will always advise if I think a Dyslexia Assessment from a specialist would help your child. Research is indicating that children not identified and helped by the age of 9 (the most usual age of identification) continue to struggle into their teens. Parents and teachers often see the early warning signs of possible Dyslexia in much younger children, although a diagnosis cannot be given to a child younger than seven. However if the child's underlying needs with literacy such as visual perception, motor skills and memory are identified and addressed through early intervention whatever their age and whatever the cause of them, then no time is being wasted and the impact on the child's learning is being actively reduced. It is very possible to see a delay in those early skills and to support them through play in children as young as three, and I am always happy to do so.
L
