ASSESSMENT AND REMEDIATION TECHNIQUES FOR DYSLEXICS

Abstract

In this paper, the writer will first examine some definitions of 'dyslexia'. Definitions by Hornsby (1995), Pavildis (1990), Peer (1994) and the British Dyslexia Association will be included. It will be stressed that dyslexia is 'not solely a reading disability' (Peer 1994). Next, the importance of assessment and remediation techniques for dyslexics will be briefly discussed. Some types of assessment tests will be mentioned: Norm Referenced Tests (e.g. New Reading Analysis, Raven's Matrices); Diagnostic Assessment of sub-skills (e.g. Aston Index, Bangor Dyslexia Test); and Criterion Referenced Tests (Heaton Test). Besides highlighting the types of reading and spelling tests available, the type of data to collect and what signs to look out for during informal assessments will also be mentioned. For remediation, the importance of structured sequential, cumulative programmes based on multisensory techniques will be discussed. A range of structured learning programmes available (e.g. Alpha to Omega by Horneby and Shear, Skill Teach by Shelton) will be highlighted. Finally, a case study of a 12.7 year old dyslexic child will be presented. The writer will discuss her work with the child during a five-month period. The child's profile, the assessment and remediation techniques used will be presented. Since the child is a native speaker of English, the implications of the assessment and remediation techniques on second language learners will be considered.